In
this article in The Reading Teacher,
University of Pennsylvania/East Stroudsburg professor Maureen McLaughlin lays
out the goal of reading instruction – “teaching students to become active,
strategic readers who successfully comprehend text” – and presents ten
principles of reading comprehension she believes every teacher should know:
•
Principle #1: Comprehension is the active
construction of meaning as the reader makes connections between prior knowledge
and the text.
•
Principle #2: Most of what we know about
comprehension comes from studying good readers. They work at making sense
of what they are reading, have clear goals, ask themselves questions as they
read, monitor their progress, have a repertoire of strategies, problem-solve
and “fix up” when they aren’t understanding, discover new information on their
own, think about their thinking, and read widely in a variety of texts.
• Principle #3: It’s all about good teaching. Effective teachers
believe all children can learn; differentiate instruction using a variety of
techniques and groupings; understand that students learn best in authentic
situations; orchestrate print-rich, concept-rich environments; have in-depth
knowledge of reading, writing, speaking, and listening; provide lots of
opportunities for students to read, write, and discuss; draw on insights gained
from good readers; and constantly use assessment evidence to fine-tune
instruction.
• Principle #4: Motivation is a
key factor. Effective teachers make students want to read by creating the
right environment, making compelling texts available, and instilling intrinsic
motivation.
• Principle #5: Explicitly teaching a variety of reading comprehension
strategies builds students’ reasoning power. These include previewing,
self-questioning, making connections, visualizing, knowing how words work,
monitoring (Does this make sense?),
summarizing, and evaluating.
• Principle #6: Vocabulary development is essential. It is fostered
by building students’ interest in learning and using new words, developing
precision in word use, getting students actively involved in the process,
studying how words work, exposing students to new words multiple times, and
extending vocabulary development to other subject areas.
• Principle #7: Students should read a variety of types and levels of
text. These should include instructional-level books for teacher-guided
lessons and easier texts for independent reading. Motivation and achievement
increase when students read texts that interest them.
• Principle #8: Students should use multiple modes to represent their
thinking. Oral and written responses are fine, but students should also be
able to sketch, dramatize, sing, and create projects about their reading.
• Principle #9: Constantly check for understanding. Teachers should
observe students as they read and discuss, look at their informal written
responses, and use other assessments – and use insights gained to follow up and
fine-tune instruction.
• Principle #10: Push students to comprehend at deeper levels.
Students need to go beyond passively accepting a text’s message and read
between and beyond the lines, thinking about the author’s purpose and the
underlying message of the text. “Critical literacy focuses on the problem and
its complexity,” says McLaughlin. “It addresses issues of power and promotes
reflection, action, and transformation.”
