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Reading Comprehension Is Integral To Academic Success

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Comprehension is integral to academic success. It involves more than reading words. According to Cain and Oakhill (2006), the lack of proficiency in reading comprehension influences the learning process. The National Reading Panel (2000a) (NRP) describes reading comprehension thus:
Comprehension is a complex process . . . often viewed as the essence of reading. ‘Reading comprehension is . . . intentional thinking during which meaning is constructed through interactions between text and reader. . . . The content of meaning is influenced by the text and by the reader’s prior knowledge and experience that are brought to bear on it. (pp. 4–5).
Similarly, Jennings, Caldwell, and Lerner (2010) posit that reading comprehension is vital to any reading …show more content…

Huitt, Monetti and Hummel (2009) support this notion and refuted that direct instructions are aligned with Skinner’s behavioral theory which establishes that constant reinforcement will result in replication of a behavior. There are two aspects to reading instruction strategies; teaching of a strategy by educators and use of strategy by students. Teachers must, therefore, teach students how to use metacognition and other comprehension strategies through the use of direct and explicit instruction that facilitates opportunities for demonstration, practice, and immediate feedback (Klinger, Urbach, Golos, Brownell, & Menon, …show more content…

The researcher stated that in 400 BC, Plato, a famous ancient Greek philosopher, coined the concept of “thinking about your own thinking.” Later, in 1690, John H. Locke, explored the concept of metacognition with children. The use of the term “metacognition” became popular in the 1970’s by the American psychologist, John H. Flavell (Chekwa et al., 2014). Chekwa et al. (2014) notes that Flavell investigated whether children were cognizant of understanding those components that govern retention and understanding. Findings provided substantial evidence indicating children possess the ability to reflect on their own cognitive processes. Following this research, Flavell defined metacognition as information and cognition about the cognitive

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Reading may seem like an run of the mill thing where you laugh at the funny jokes, glare into the abyss when the text possess a provocative quote. To Mike Bunn the author of “How to Read Like A Writer,” has a different interpretation of what reading should be. Mike Bunn emphasizes that reading should be more than just context, he argues that you need to question the authors’ choice of words, literary devices, sentence placement, in order to be able to become better readers and writers ourselfs. He presents it to the audience in a manner that is very interactive. He begins by explaining what he means to “Read Like a Writer”(Bunn, How to Read Like A Writer), followed by questions that should be asked about the text and writing style, and techniques that should be done to become a more proficient writer.

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Big Idea Comprehension is key when learning what one is reading. Reference to PA and Common Core Standard(s) CC.1.2.3.B:Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.2.3.C: Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.

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Dr. Derek Cabrera’s thought on metacognition, human and education is absorbing. He shares perspectives on four universal thinking skills: Distinctions; “Systems; Relationships; and Perspectives (DSRP)” that should be taught in learning institutions. Dr. Cabrera states, “Thinking is simply a process of structuring information and doing something meaningful with it.” Dr. Cabrera also argues that people lack critical analytical thinking, great at school work, but not real life situation. Education needs to be fixed from the bottom up; that can be accomplished by teaching thinking skills.

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In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.

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ASSIGNMENT 3: REPRESENTATION OF KNOWLEDGE AND OUR KNOWLEDGE OF WHAT WE KNOW (1) In class and in the book, we covered a number of different aspects of how general knowledge is represented. Think about how this information could be applied to your everyday life. (a) Give an example of something you learned about prototypes and how that is relevant or used in everyday thinking. (b) Rosch proposes that basic level categories have “special status.” What does this mean, and what is an example of something illustrating this in your everyday thinking?

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In the article by Hass and Flower they discuss how important rhetorical reading is in the way we construct meaning. I agree with them I believe it is important to have a better understanding of what you are reading. While I am someone who is guilty of just getting through a reading to paraphrase I do sometimes struggle with reading between the lines. Something Hass and Flower mentioned that I feel is important in this article is how reading is connected with the way we write. Hass and Flower go on to say that experienced readers understand both reading and writing are context-rich, situational, constructive acts and many students see reading and writing as information exchange.(Pg426)Therefore

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This application of the reading process should allow the reader to “deep read” when necessary, letting the information be absorbed entirely and

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Reading is what gives the one the ability to devour knowledge and direct its way to many other people seeking in knowledge that will later contribute to their

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They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.

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Teachers introduce strategies to help students think through the reading process. Students use these strategies to read, comprehend,

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He supports this argument by citing a study conducted by students who have attended The University College London. The study proved to us that we no longer thoroughly read material, rather we just skim over most of what we read. From the convoluted works of the late 19th century, to the material of present day, the way we write and comprehend

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While traveling towards the path of seeping knowledge and analyzing critical ideals, we’ve become absent minded towards the components that gave us the ability to read. Since reading is always a part of our everyday routine, we have lost the idea that when it comes to learning how to read, we must start from the basics. From reading a case study, to reading a letter from a loved one, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components of reading. Before a child develops the ability to read, they begin to develop comprehension. Comprehension can be defined as the ability to understand.

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Link to reality: Both Skinner’s theory of operant conditioning and Pavlov’s theory of classical conditioning can be used every day in an ECCE setting. Today many school systems and childhood authorities follow Skinner’s and Pavlov’s theory by using the approach of positive reinforcement. This encourages good behaviour in the child making the behaviour more likely to be repeated again as they are rewarded and praised for their efforts in reading, writing and general learning. It is important that children’s efforts in a learning setting are rewarded as this will encourage the child to perform to the best of their ability.

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Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268).

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Brief History Jean Piaget was a Twentieth century Swiss psychologist and was the first psychologist to systematically study the cognitive development of children. Thomas (2005) wrote that early in Piaget’s career he worked with children and his observations and interactions with the students led him to the theory that a young person's cognitive processes are inherently different from those of adults (pp. 188-9). According to Ahmad, et al. (2005) , Piaget showed that when compared to adults, young children think in differently and he then came to the conclusion that cognitive development was an ongoing process which occurred due to maturation and interaction with the environment (p. 72).

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