Chapter 8: Teach Comprehension

The third section of Reading Essentials includes three chapters on teaching essentials.  The first (Ch. 8) focuses on teaching comprehension.  I felt this chapter truly emphasized points of teaching reading in a way I hadn't heard before.  I have always been instructed using the idea of teaching reading strategies, but Routman introduced the idea of teaching strategic reading.  This was eye-opening for me.

Reading instruction should include teaching the students to comprehend on a deep level.  Routman points out that we too often focus on low-level comprehension skills which is a factor that contributes to the growing achievement gap.  Teachers need to be very selective  in choosing the text they use to teach reading.  They need to choose a text that allows for a in-depth level of comprehension. Routman states, "If we want readers to be critical thinks, inquirers, and problem solvers, we need to introduce them to challenging, interesting texts" (p. 118). 

Teachers need to rethink how we teach reading strategies.  We need to remember that strategies are a tool for facilitating and extending comprehension.  Many times teachers will teach a single reading strategy in isolation and ask the students to practice using it without showing them how.  Students don't understand how the strategy fits into the big picture of reading.  Routman suggests that students become so focused on identifying words they don't know, questions to ask, or connections to make that they forget to read for overall meaning (p. 119).  He advices using an 20% - 80% rule:  20% of the instructional time on the explicit strategy instruction and 80% of the time practicing using it through independent reading.  He reminds teachers to keep your teaching focus on strategic reading rather than on individual strategies.

Teachers need to demonstrate strategic reading by thinking aloud in front of the class.  You must bring comprehension to a conscious level.  It involves metacognition - thinking about your own thinking.  As teachers think about the reading strategies they, themselves use most often, a typical list evolves.

• Rereading - this is the most frequently used strategy and should be taught that way to students.
• Writing - to aid in comprehension especially nonfiction; teach students to highlight, write in margins, make notes of pages with key points
• Survey - preview the reading before beginning the reading, it sets the reader up for what is coming
• Make connections - don't spend too much time on this strategy; most connections should be routinely demonstrated as part of the total reading experience
• Self-monitor - this should happen as they read;  students need to learn to ask themselves, "Does this make sense?" "Does this sound like language?" "Do I know what is happening in the text?"

Providing an opportunity for the students to interact with peers will increase comprehension and enjoyment.  Collaborative talk helps make meaning and allows the students to feel supported as they gain insights and hear new viewpoints from others.  Teachers also need to teach the students how to ask questions that encourage in-depth reading.  They need to think about why a character acts the way they do, discuss a theme or big idea, and talk about the author's purpose.  This is when true comprehension evolves.

Routman summarizes this chapter with these statements.  "There is a huge difference between strategy instruction and strategic instruction.  Just teaching strategies is not enough.  Strategies must be "invoked" by the learner if they are to be used to increase understanding." (p. 129).  I see how I have been teaching reading and I know I will change how I approach this instruction.  I am also confident I will see good results.  Great chapter!!