Journal+Articles

Journal Articles Profiles in Comprehension Applegate, K., Quinn, K., Applegate, A. (2006). Profiles in comprehension. The Reading Teacher, 60(1), 48-57. This article discusses a problem that occurs in many reading classes - teachers predominantly assess comprehension through literal recall. Students are asked to recite information as opposed to demonstrating their understanding through higher order processes. As a result, teachers are unable to truly grasp the reading abilities of their students and plan instructional activities to meet their needs. In the current study, students were given a reading inventory that required them to "think about, react to, and respond" to text. After interpreting the data, the researchers determined eight profiles of struggling comprehenders: the literalists, fuzzy thinkers, left fielders, quiz contestants, politicians, dodgers, authors, and minimalists. The authors detailed each of the profiles and set forth a unique intervention plan to address each type of reader. This study emphasizes the need for assessments to move beyond literal comprehension. If we want our students to "analyze" text, we need to make sure we are frequently monitoring their progress, and this is only possible if our assessments reflect our desired outcomes. [|Profiles in Comprehension.pdf]

Becoming an Engaged Reader Scharer, P., Pinnell, G., Lyons, C., Fountas, I. (2005). Becoming an engaged reader. Educational Leadership, 62(2), 24-29.     The authors of this article explain how effective readers think //within the text, beyond the text,// and //about the text//. If our goal as educators is to develop high levels of comprehension and a positive response to reading, we must incorporate all three types of thinking into our instruction. The authors explain how this can be done through interactive read-alouds, literature discussions, guided reading, and exposing children to a variety of engaging texts. I selected this article because it clearly demonstrates that even young children are able to reflect and discuss a text if they are provided with rich literacy instruction.  [|Becoming an Engaged Reader.pdf]

Comprehension Clinchers   Marcell, B. (2006). Comprehension clinchers. Teaching PreK-8, 36(8), 66-67. The article "Comprehension Clinchers" addresses a problem that is widespread in many elementary classrooms. According to Marcell, students "word-call beautifully, but do not construct meaning through interaction and involvement with written text." Marcell details five active, practical teaching strategies that engage students in visualizing, predicting, asking questions, and connecting. I selected this article due to its simplicity and transferability into the classroom setting. [|Comprehension clinchers.pdf] Developing Comprehension Manning, M. (2007). Developing comprehension. Teaching PreK-8, 37(7), 58-59. Manning, an experienced elementary teacher, reflects back on her literacy instruction. She details numerous teaching practices that she has abandoned as she has become more knowledgeable in the area of reading. These include an over reliance on teaching manuals, involving students in "superficial" reading assignments, and neglecting the importance of collaboration. I believe that this article will lead many teachers to ponder their own instructional habits.  [|Developing Comprehension.pdf]    The ABCs of Performing Highly Effective Think-Alouds Block, C. & Isreal, S. (2004). The ABCs of performing highly effective think-alouds. The Reading Teacher, 58(2), 154-167.    Reading is thinking. This article details an instructional technique to help students apply this belief. When teachers conduct a think-aloud, they share their thought processes before reading, during reading, and after reading. This helps bring the invisible comprehension process into clear focus for the students. There were two major strengths of this article. First, the authors were very thorough in identifying and explaining all of the skills and strategies used by proficient readers. This provides a wonderful framework for a teacher who wishes to utilize this teaching practice. Also, the article includes ways of involving students in think-alouds. Students can share their own thought processes using the provided flashcards and bookmarks. This would be an excellent way to informally assess students in their journey to deeper reading. [|The ABCs of Think Alouds.pdf]

