Assistance with 6 student responses.

The discussion question and my classmates respond to it is at the bottom can you respond to each student response ? Topic 6 DQ 1 Identify and describe three research-based techniques to teach reading comprehension. Discuss which you believe are the most viable and explain why. Discuss the strategies you think you are most likely to use in your first year of professional practice and explain why they appeal to you. Mitchell-One of the best ways to inform teaching strategies is through research based methodology. Using real data can provide a framework to help students succeed academically, with the Science of Reading being a great example. The implementation of these strategies have had a real impact in classrooms across the world, and given just how critical the topic of reading comprehension is for students, makes finding an effective framework all the more important. The first research-based technique I’d like to highlight when it comes to teaching reading comprehension is Graphic Organizers. This technique focuses on providing a visual representation of the student’s learning, helping organize their thoughts in an organized and cohesive manner. The wonderful thing about Graphic Organizers is its versatility, as it can come in many different forms to best fit whatever topic the students may be studying. This technique really fits with reading comprehension, as it allows the students to quickly organize their ideas when it comes to understanding the different elements of text. The second technique for teaching reading comprehension is Reciprocal Teaching. This technique involves a student discussion about a text, discussing a variety of elements such as the author’s tone, message, and main/supporting ideas. It also offers an opportunity for students to practice taking turns, letting one another voice their thoughts. It can also take the form of providing a “role” for each student, for example a student might be assigned to summarize the passage. These roles can be interchanged to give each student the opportunity to dive deep into the different areas of reading comprehension. Reciprocal Teaching is a great opportunity for students to practice their critical thinking skills, a key component to reading comprehension. The last technique I’d like to discuss is Think-Aloud, where the teacher models and verbally states their thought patterns as they read a piece of text and find its meaning. This is then handed to the students, as they practice reading aloud with their partner or small group. It is a great way to incorporate more than just thinking aloud, as students are often guided to ask questions and gain clarity on any parts that aren’t understandable. A great aspect of this technique, is the fact that the process of deriving meaning and seeking clarification is modeled directly to the students, while providing an opportunity to practice themselves. It is difficult to choose just one as the most viable, as they all have a unique purpose and play a role in teaching reading comprehension. However, based on my own experience, I feel that Reciprocal Teaching is the most engaging and can offer the greatest learning opportunities for students. Having the discussion, especially when moderated by an educator, can offer unique opportunities to discuss aspects that may not come up during other activities. I have seen this technique not only help students with reading comprehension, but also other topics and subjects. It is definitely a technique I plan on using in my own classroom due to my prior experience. Reference Reciprocal Teaching | Reading Rockets. (n.d.). Dawn-There are quite a few techniques that I have researched that I feel I will use when teaching. Graphic organizers will be used to help map out stories and visualize all details of readings. Reciprocal teaching, which allows for students to take on leadership roles, the students will predict, question, clarify, and summarize. Turn and talk is great way to have peer interaction and provide opportunities for the students to help one another. For myself, anything that allows a student to take on a leadership role will be what I utilize most. The school I teach at now is a lighthouse school, we do all Leader In Me action ideas. The students take control, they make learning fun! I will use the techniques above in my classroom but I find reciprocal teaching is what I am leaning more towards. Alecia-After learning about the importance of background knowledge, I would have to pick this as one of the top three. As a teacher, I can provide experiential activities for my students before specific readings to help them gain a deeper understanding of the text. I can also backfill knowledge when it becomes apparent that students are unfamiliar with a topic. This week, I experienced this when my students told me that people do not live in igloos, but penguins, Santa Claus, and Yetis do. Needless to say, we took some time to learn about the Inuit people and igloo building. Predicting, which also requires activating background knowledge, is another important technique. It keeps the reader engaged in the text and relating to it. As students become more proficient at predicting, they hone their evaluation skills. This is important not only for comprehending text but also for determining its validity. Finally, summarizing is a great way to check for understanding. It requires students to determine the most important and relevant information. It is almost impossible to summarize without clearly comprehending the text. Texas Education Agency. (2024). Key Comprehension Strategies to Teach. Reading Rockets. REPLY Crystal-Professor and Class, Pollard (2024) defined reading comprehension simply as understanding what we read. With this in mind, the first technique I would like to use in my future classroom is multisensory instruction. I feel that this technique is the most viable because I plan on working with very young children who learn and discover the world around them through the use of their five senses. With the use of textures, vibrant colors, and sounds I can create fun activities for young students to begin to learn the basics of reading comprehension. Using storytime to the fullest with multisensory. The second technique I would use is graphic organizers. Showing little learners a sequence with the use of pictures can help them understand a storyline and targeted words in books that are being read to them. This is important because comprehension is not just about understanding the text of words and the sentences they form, it eventually becomes understanding the author’s message to the reader. Think of the story of the three little pigs, although it is a child’s story the overall message is to not be lazy and be cautious of how you make things. Using a graphic organizer I can teach the children target words like straw, wood, and brick but also to work hard and be mindful of what they do with their time. The third technique I would use is asking my students lots of questions. I can focus on the use of books and storylines to open their minds to comprehend the material read. Or I can focus on single letters and sounds even blending them to form words. This is important to me because this is what I feel the foundation of reading is. We all first learn our letters and their sounds. These then create the words we use to create sentences and those form into passages and stories. Crystal Garza Pollard, C. (2024, February 7). How to Teach Comprehension using a Research-Based Approach — Ascend Smarter Intervention. Ascend Smarter Intervention. Ashley-Hi everyone, Three research-based techniques I find to be important are monitoring comprehension which will allow the teachers to see what the students know and what they do not, answering questions as open-ended can get students to use critical thinking skills deepening their understanding, and summarizing, all of these techniques can positively impact students (Adler, 2024). I think that summarizing is one of the most important techniques for students to learn and apply. Monitoring comprehension is a skill that students can use as they know when they are understanding something and when they do not allowing the teacher the opportunity to fix what they are not understanding. By finding the problem in the students’ comprehension you are then able to find the cause of the miscommunication or misunderstanding and address the issue before it becomes worse. Answering questions such as open-ended questions creates a deeper understanding of the material that they are learning by engaging students’ critical thinking skills and putting them to work. When students are answering questions they will dig deeper into what they are discussing. Summarizing is when the students connect with the material and pick out key points that they find the most important, to do this properly they need to find out more about the text such as the main idea or main point create a deeper understanding, and allow students to build connections with what they are reading. In my first year of teaching, I feel that I will incorporate a lot of summarizing as I feel that this creates the deepest understanding of the material the students are reading. I feel that if they can summarize the material correctly then they are comprehending what they are reading. If a student is not comprehending what they are reading then they will not be able to break the text down correctly to be able to summarize it. Adler, C. R. (2024). Seven Strategies to Teach Students Text Comprehension. Reading Rockets. Chantete-Monitoring comprehension, storyboards, and summarizing are the three research-based techniques I think are practical and plan to use during my first year of teaching. Monitoring comprehension is a technique that gives students the ability to adjust their learning by monitoring their understanding and confusion with a text (Adler, n.d.). It is a technique that will take time to explain and explicitly teach but will make the students strong learners and critical thinkers who can navigate text independently. Teaching students how to navigate learning is a foundational tool that can be used for the rest of their lives, so it is the most important strategy for reading comprehension. From there, I like what storyboards offer. Storyboards give students a visual of concepts or events within a text; They focus on and organize the essential elements of a text (Adler, n.d.). As students read, they can fill out a storyboard and make deeper connections to the text. Finally, I like summarizing. Summarizing a text shows that students understand a passage’s main ideas and important details (Adler, n.d.). Monitoring comprehension appeals to me because of its value to students and their future. If a person can monitor what they are not understanding and figure out how to understand something, they will never be without comprehension. Storyboards are appealing because of how they organize information. Having a dense amount of information at a person’s disposal helps make different intellectual and academic connections. Summarizing appeals to me because I had a class that required me to summarize historical events, and it challenged me immensely, but I felt the level of refinement it offered me as well. I’ve noticed that some people find it difficult to “get to the point” of a matter, and summarizing refines the ability to focus on attention and detail. Reference: C.R. Adler. (n.d.). Seven strategies to teach students text comprehension. Reading Rockets. REPLY

Assistance with 6 student responses.

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