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The Importance Of Comprehension In Children

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According to Marian Webster dictionary comprehension is “The act or action of grasping with intellect.” Comprehension is one of the most important things for a child to learn. Without comprehension a child, or even an adult for that matter will not understand what they are reading. To start off my research, I found an article that related to my field of study, special education. In the article titled “Developing an intervention to improve reading comprehension for children and young people with autism spectrum disorder” by Turner, Remington, and Hill I learned quite a few statistics about comprehension and how little students with autism spectrum disorder know when it comes to comprehension. “The prevalence of individuals demonstrating reading …show more content…

According to “Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers” by Anne Gregory and Mary Cahill, comprehension should be taught in kindergarten since this is when youngsters are creating schemas. Schemas are how people sort what they know. As children develop their schemas grow with them. Teaching student’s comprehension while their schemas are expanding is a great idea. While teaching students how to read fluently, teach them how to make connections, visualize, ask question, and how to make inferences. If this is taught to children as they learn how too fluently it will expand their “how to read” schema. The idea of how schema could help comprehension that the article provided could lead to many discoveries. Teaching comprehension at this age and getting students to actively ask questions and make inferences will help them excel in future classes. Teaching this at this young age may also solve the problem of reading for speed. Students now a days see how fast they can accurately read a passage, but the problem is they don’t comprehend it. Teaching students how to comprehend as we teach them to read could have amazing long term …show more content…

Another form is a slow reader. Now a slow reader does not have a disability per se, but they simply can nor read at a “normal” pace. According to the article “Effects of Applying Repeated Readings Method on Reading Fluency and Passage comprehension of Slow Learners” by: Dr. Lama Bendak hit of the importance of reading a passage multiple times. “One route is to give students extensive practice reading books that are at their zone of reading development”. A teacher should never give a child a book that is over their “zone of reading”. Some teachers assume that since a child is a slow reader they will pick up what they are reading about, due to the fact that they are spending quite a bit of time reading. The truth behind this, is that the students are reading slowly because they have fluency issues or they are stumbling over simple words and phrases. When a student starts stumbling all they know about comprehension fly’s out the window. The child is so determined to get words and phrases correct that they do not pay attention to what they are actually reading. Going into the teaching profession it is important to know this. The teacher should automatically pull the child aside and help catch that child up on sight words and phrases before trying to get the child to comprehend. If a child cannot read what was given to them, then they will give up. Work with the slow reader to get

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"According to a study conducted in late April by the U.S. Department of Education and the National Institute of Literacy, 32 million adults in the U.S. can’t read. That’s 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can’t read" (Huffington Post). These statistics are the same as the ones taken a decade ago. Despite the high literacy in the United States, some people are still not able to read at a high level even after their high school education.

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Ray Bradbury, acclaimed writer and author once said that “The problem in our country isn't with books being banned, but with people no longer reading. You don't have to burn books to destroy a culture. Just get people to stop reading them.” In his famous novel Fahrenheit 451, Bradbury gives an account of a fictional America, which has let the importance of reading, and the importance of books in general, depreciate so much that books become taboo to own. Firemen are called not to put out fires but called to start them, burning houses, and the books they contain, to the ground.

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Additionally, multiple students and people alike would rather read a summary of a book than read the whole book. Reading books as a whole is important for brain and language development. Reading a shortcut version of a book will not give the reader valuable information and influential life lessons. Technology can disrupt the mind from the wonders of reading by desensitizing and being found more significant than

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“39 Reading Statistics and Facts You Should Know.” Cross River Therapy, 20 Feb. 2023, https://www.crossrivertherapy.com/research/reading-statistics. Accessed 24 May

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Many students read-only to finish rather than to understand what they have read." Many students have yet to be interested in reading lengthy

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“38 percent of employers complained that local schools inadequately taught reading comprehension”. He shows us that even people in a higher working environment have complaints about reading comprehension. He then furthers his statements by using an article that was published in the 21 century- “the ability to create artistic and emotional beauty to detect patterns and opportune to craft a satisfying narrative”. He takes an author from wired magazine and shows us the things in our everyday life that contributes to reading. Everywhere around us is art, including reading.

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Haas and Flowers also say that reading should be thought of as a constructive process in which the reader will have a better understanding of what they are reading and how to view it. I agree that as the process of reading should be more constructive and rhetorical because it generates and improves the way we think and learn. When I am able to understand or am interested in what I am reading versus what I remember what I read, it allows me to be a better writer. Based on Haas and Flowers research many students use different construction strategies which does not always lead to rhetorical thinking. If students are directed into a more realistic way of deciphering what they read it could also make them a better writer.

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INTRODUCTION “We hold these truths to be self-evident, that all men are created equal. They are endowed by their creator with certain unalienable Rights. That among these [rights] are life, liberty, and the pursuit of happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” - Thomas Jefferson, Declaration Of Independence 1776

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Repeated Reading Analysis Repeated reading is a reading strategy that is used to increase reading speed, enhance comprehension, and it also enables students to become confident and independent readers (Moats & Davidson, 2009). For researchers who have reviewed the effectiveness of repeated readings, they have consistently found the strategy to promote positive outcomes in fluency and comprehension for students who struggle with reading (Mercer, Mercer & Pullen, 2011). Struggling readers may benefit from repeated readings well into the intermediate years (Mercer, Mercer, & Pullen, 2011). According to Mercer, Mercer, and Pullen (2011), struggling readers may continue to participate in the repeated readings strategy until they achieve automaticity on grade level text. Repeated readings involve students reading short passages orally over and over again (Ruetzel & Cooter, 2007).

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Instructions for phonemic awareness comes from activities that are child appropriate, deliberate and purposeful, and only one part of a broader literacy program. Some examples, of activities in instruction is songs, word-sound games, nursery rhymes, and story books like Dr Seuss. When picking these activities there should be a deliberate and mindful reason behind the activities to have an effective development in phonemic awareness. Phonemic awareness is important in the context of a comprehensive reading instruction. Teachers ought to consider different dimensions of instruction, for example, units of sound, tasks or operations, and use of cues.

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Growing up I thought that my reading wasn’t as great as my friends. As a matter of fact, I thought that the person who read the fastest was the smartest, but I quickly learn that to not be true. Actually with me reading slower I was able to comprehend the things that I read. Early Beginnings: Early Literacy Knowledge and Instruction talked about the importance of learning in the early years from birth to five.

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Constrained skills are the quickest to develop and master, such as decoding, fluency, and word recognition (Kintsch, 2004; Paris & Hamilton, 2009). As children acquire and become automatic in these reading skills, these constrained skills aid the child in a smooth transition to the later stages of reading development where there is a heavy focus on unconstrained skills. Unconstrained skills such as comprehension, vocabulary, and composition, continually develop over time making them much more complex with uncertainties of when or how they become automatic (Kamhi, 2009;

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Introduction Lenses on Reading: An Introduction to Theories and Modelsis an excellent read. The authors bring a lot of useful information to not only the field of education but to the classroom. Throughout the book, the authors provided vignettes to show theoretical models in action which gives the reader a visual of how the theoretical model can be applied. The layout of the chapters was in chronological order which is was also helpful.

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Share (1999) convincingly describes how decoding skills are supported by vocabulary, syntactic and semantic understandings. Speece and Cooper (2002) report a connection between early semantic skills and reading comprehension in their study of the connection between oral language and early reading. Decoding is vital because it is the basis on which all other reading instruction builds. If children are unable to decode words their reading will lack fluency, their vocabulary will be restricted, and their reading comprehension will suffer. Explicit, systematic and multi-sensory phonics instruction produces effective decoding skills.

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Lastly, there is little practice of reading a larger detail of text since the reader will be focusing in a small amount of text which makes the reader to be exhausted on a small amount of text while there is a lot to cover in a reading

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