Reading skills for comprehension: by R.Poornima
1. Decoding (matching sound with spelling):
Students use this skill to sound out words they’ve heard before but haven’t seen written out (spelling not knowing). They should practice sound with spelling ability for reading skills. They should split the word by the sound of reading. To read and understand student should memorise all the key words and new and long words and their spelling and meaning. Some kids have trouble with rhyming, counting syllables, or identifying the first sound in a word. The sound should be correctly taught by the teachers
2. Fluency
To read fluently, kids need to instantly recognize words, including words they can’t sound out.
Word recognition can be a big obstacle for struggling readers. Average readers need to see a word 4 to 14 times before it becomes a “sight word” (means they automatically recognize). Reading stories from books of other than school lesson can help.
3. Vocabulary
To understand what he/she is reading, they need to understand most of the words in the text. Having a strong vocabulary is a key component of reading comprehension.
The more words kids are exposed to, the richer their vocabulary becomes. Teachers can help by having frequent conversations on a variety of topics. Try to include new words and ideas.
Telling jokes and playing word games is a fun way to build this skill. Drawing, acting out and writing stories will boost their ability to understand and retain new words. Student should practice the words over and over and use them all the time around the school/house/outside.
Student and teacher or parent, reading together every day also helps improve vocabulary. When reading aloud, stop at new words and define them. But also encourage students to read alone. Even without hearing a definition of a new word, they child can use context (situation of theme or story or overall meaning of the paragraph) to help figure it out.
4. Sentence construction and cohesion
Understanding how sentences are built is necessary. Continuity in meaning between one sentence and the next is important. For example, teachers can work with students on connecting two or more thoughts, through both writing and reading.
5. Reasoning and background knowledge
Most readers relate what they’ve read to what they know. So it’s important for kids to have background or prior knowledge about the word / world (!) when they read. They also need to be able to “read between the lines” and pull out meaning even when it’s not literally spelled out. So, introduction and actual day-to-day knowledge should be given before class starts and find out how much students already know without reading the new lesson.
I take this example: A child is reading a story about a poor family in the 1960s. Having knowledge about the Small Pox can provide deep understanding into what’s happening in the story. The child can use that background knowledge to draw conclusions.
Expose the students child to as much as possible, and talk about what you’ve learned from experiences you’ve had together and separately. Help them child make connections between new knowledge and existing knowledge. And ask open-ended questions (creating new thinking, not yes or no answer) that require thinking and explanations. Students must be shown picture or graphic and describe the story from what they viewed in that video.
6. Working memory and attention (copy and paste !): The Executive Function !
What is it ? Working memory, flexible thinking, and control of already formed strong ideas that are not usually accepted.
When kids read, attention allows them to understand information from the text. Working memory or temporary knowledge in our brain (before they are memorised or remembered or stored) allows them to hold on to that information and use it to gain meaning and build knowledge from what they’re reading. In computer language, "copy and paste" is the working memory (!).
The ability to self-monitor while reading is also tied to that. What is it ? People use self-monitoring to help with all kinds of activities, from frying an egg to solving a math problem.
Kids need to be able to recognize when they don’t understand something; then they need to stop, go back, and re-read to clear up any confusion they may have.
There are many ways teachers can help improve child’s working memory. There are a number of games and everyday activities that can build working memory (without kids even knowing that they are learning).
There are many ways teachers can help improve child’s working memory. There are a number of games and everyday activities that can build working memory (without kids even knowing that they are learning).
Examples: Teaching them the ways to visualize thoughts (explain where he can run when sudden rain pours, or as he see a person crossing the road to get hit by a car) can help improve their working memory.
Card games and other fun activities can help build working memory. To help increase child’s attention, look for reading material that’s interesting or motivating. Encourage them to stop and re-read when something isn’t clear. And demonstrate how both of you “think aloud” when you read to make sure what you’re reading makes sense.
Card games and other fun activities can help build working memory. To help increase child’s attention, look for reading material that’s interesting or motivating. Encourage them to stop and re-read when something isn’t clear. And demonstrate how both of you “think aloud” when you read to make sure what you’re reading makes sense.
(abridged in simple English by R. Poornima Graduate Teacher at Mallavadi Govt High School. ref nilassoru.gseva.org, from this source: https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/reading-issues/6-essential-skills-needed-for-reading-comprehension)