Aids toComprehension

The action or capability

of understanding
something.
Comprehension is evident when
readers can:
 Interpret and evaluate events, dialogue,
ideas, and information.
 Connect information to what they already
know.
 Adjust current knowledge to include new
ideas or look at those ideas in a different
way.
 Determine and remember the most
important points in the reading.
 Read “between the lines” to understand
underlying meanings.
 Types of Comprehension
Strategies
(Harvey and Goudvis; 2000)
Make Connections—Readers connect the topic or
Determine Text Importance—Readers (a) distinguish
information to what they already know about themselves,
between
about what's
other texts, essential
and about versus what's interesting, (b) distinguish
the world.
between fact and opinion, (c) determine cause-and-effectask themselves
Ask Questions—Readers
relationships, (d) compare and contrast questions aboutortheinformation,
ideas text, their reactions
(e) to
discern themes,make opinions, it, and the (f)
or perspectives, author's purposeproblems
pinpoint for writing
Visualize—Readers the printed
it.
wordand
realsolutions,
and concrete (g)byname
creating a in a process, (h) locate information
steps
“movie”
thatofanswers
the text in their minds.
specific questions, or (i) summarize.
 5.Make Inferences—Readers merge text clues with
their prior knowledge and determine answers to
questions that lead to conclusions about underlying
themes or ideas.
 6.Synthesize—Readers combine new information with
existing knowledge to form original ideas, new lines of
thinking, or new creations.
Teaching Strategies
Wilhelm (2001) describes a think-aloud as a way to:

- Create a record of the strategic decision-making

process of going through text

- Report everything the reader notices, does, sees,

feels, asks, and understands as she reads

- Talk about the reading strategies being used within the

content being read
There are many ways to conduct think-a
louds:

* The teacher models the think-aloud while

she reads aloud, and the students listen.
* The teacher thinks aloud during shared
reading, and the students help out.
* Students think aloud during shared reading,
and the teacher and other students monitor
and help.
* The teacher or students think aloud during shared
reading while writing on an overhead, on self-
stick notes, or in a journal.
* Students think aloud in small-group reading, and
the teacher monitors and helps.
* Students individually think aloud during
independent reading using self-stick notes or a
journal. Then students compare their thoughts
with others.
1. Decide on a strategy to model.
2. Choose a short text or section of text.
3. Read the text ahead of time. Mark locations
(Wilhelm,
where 2001)
you will stopWhen you the
and model introduce
strategy.a
new comprehension strategy, model
4.during
State your purpose—name
read-aloud and the strategy
shared and
reading:
explain the focus of your think-alouds.
5. Read the text aloud to students and think aloud
at the designated points.
6. If you conduct a shared reading experience,
have students highlight words and phrases
that show evidence of your thinking by
placing self-stick notes in the book.
7. Reinforce the think-alouds with follow-up
lessons in the same text or with others.
 Leader: Reyes, Arjon T.
Members:
 Relata, Mylene C.
 Reyes, Maria Mikaella S.
 Rompe, Rhaymart
 Sadia, Rose Marie
 Salazar, Bea Katrina
 Tiglao, Shiela Marie
 Vargas, Alexis