• Comprehension



    Reading comprehension is the act of understanding what you are
    reading. It is an intentional, active, interactive process that occurs before, during, and after reading a text.
     
    Below is an example of the difference between simply being able to read words and comprehend what you read. This example was taken from the website
    k12reader.com.
     

    Read the following sentence: Apple banana blue walk tree happy sing.

    Surely you were able to read each of the words in that sentence and understand what they meant independently. An apple is a fruit that is
    usually round and red, green or yellow. A banana is another fruit that is
    yellow. Blue is a color…and so on and so forth. However, when you look at the
    sentence as a whole, does it make sense? Probably not. This nonsense sentence demonstrates the difference between being able to read words and comprehend text. As practiced readers we may take this distinction for granted since the acts of reading and comprehension occur almost simultaneously for us. For developing readers this relationship is not as apparent, but is essential for them to become strong, capable readers.

     

    Comprehension Strategies:
    Comprehension strategies are conscious plans – sets of steps that good readers use to make sense of text.  Comprehension strategies help students become purposeful, active readers who are in control of their own reading comprehension. (readingrockets.org)

     

    Check out the following website to learn about different
    comprehension strategies you can use when reading with your child:

    http://www.choiceliteracy.com/articles-detail-view.php?id=85

     
     
    **The Common Core State Standards ask children to defend their answers to questions. After asking your child questions before, during, or after reading a text, be sure to then ask, “How do you know?” even if they gave you the right answer. Encourage your child to refer back to the text to explain how they know or why they thought that.**