{"id":210,"date":"2020-07-09T00:36:37","date_gmt":"2020-07-09T00:36:37","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=210"},"modified":"2024-03-15T01:24:09","modified_gmt":"2024-03-15T01:24:09","slug":"maintaining-and-building-reading-comprehension-skills-recommendations","status":"publish","type":"page","link":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=210","title":{"rendered":"Recommendations for Maintaining and Building Reading Comprehension Skills"},"content":{"rendered":"\n<p><strong>To support clients in the development and maintenance of reading comprehension skills you may want to:<\/strong><\/p>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-b34e4ab43398c125581ed7b80f66565b\" style=\"color:#1d84bf\"><strong>General Strategies:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to discuss orally read stories frequently.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to read aloud.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to engage in oral reading lessons. There are books available for purchase that provide information on oral reading lessons.\n<ul class=\"wp-block-list\">\n<li><em>Developing Reading Comprehension Clarke, Truelove, &amp; Hulme (2010).<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client and their reading partner to review new words that are important to understanding the content of the text.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage your client to implement an \u201cactive\u201d reading strategy or plan. \n<ul class=\"wp-block-list\">\n<li>The<strong> SQR3 is a five stage active reading technique<\/strong> that helps get the maximum benefit from reading\/study time. <\/li>\n\n\n\n<li>The technique is useful for efficiently absorbing written information and creating a good mental framework for the subject area.&nbsp; <\/li>\n\n\n\n<li>It also helps students set specific study goals when reading or previewing textbooks or other study documents. The acronym SQ3R represents five sequential steps:<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"is-style-error has-small-font-size\"><strong>SQR3<\/strong><br><br>\u25a0 <strong>Survey<\/strong>: Scan the contents, introduction, section introductions, and section summaries to help develop an overview of the written material.<br><br>\u25a0 <strong>Question<\/strong>: Make note of any questions that come to mind the following the survey of the document.&nbsp;These questions may be considered the beginning of the reading goals.&nbsp; In other words, understanding the answers to these questions will help focus the reading time.<br><br>\u25a0 <strong>Read<\/strong>: Read through useful sections in detail, and take notes or begin to develop concept maps.<br><br>\u25a0 <strong>Recall<\/strong>: After each section of the document has been read, isolate the important facts or the essential processes behind the content and run through it in your mind several times. Then, make attempts to link it with other information contained in the chapter.<br><br>\u25a0 <strong>Review<\/strong>: once the step of recall has been completed, review the material by rereading the important sections in the document or text, expanding maps, or by discussing the material with instructors and peers.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage your client to master the skills of underlining, circling, and writing comments to help reinforce recall. This will be particularly important in the higher grades.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach your client to distinguish when text does or does not make sense to her. You may provide practice in this skill by rewriting a passage and adding sentences within the text that contribute nothing to its meaning.&nbsp;Then have them read the material and attempt to locate those sentences.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Allow your client adequate time for reading activities at school. They will need more time than many of their peers. This will include both assignments and exams.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Emphasize reading for detail. Sometimes it helps to give specific questions in advance so that students can read to locate the required information.&nbsp; Proofreading exercises and other methods that focus on fine detail are most desirable.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>To ensure that what is being read is understood, instruct a teacher or parent to check-in with the client after each page or paragraph and determine whether the main idea(s) can be identified, whether the information connects to previous pages, and whether it makes sense. &nbsp;Encourage the client to try to guess what may happen in the next paragraph.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage your client to slow down while reading and to repeat a sentence to themselves in their mind before proceeding to the next one. This is likely to improve their comprehension.\u00a0 \n<ul class=\"wp-block-list\">\n<li>To increase their awareness of the reading process, have them point out or underline unfamiliar words and phrases.\u00a0 \n<ul class=\"wp-block-list\">\n<li>In addition, the text can be broken down into smaller sections.&nbsp;<\/li>\n\n\n\n<li>Comprehension of preceding parts should be ensured before moving on to the subsequent ones (teacher\u2019s questions would be helpful in this regard).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Instruct the client to take notes after reading or tell someone what they are reading about.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When reading, instruct your client to try to imagine the content of what they are reading, as if they are watching a movie or a television show. This type of visualization should help to improve comprehension.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Give your client questions to answer during the reading process (i.e., <em>line-by-line comprehension monitoring<\/em>). \n<ul class=\"wp-block-list\">\n<li>The overall theme should be:&nbsp; <em>\u201cAm I really concentrating and processing while I read?<\/em>\u201d&nbsp; The questions can be labeled for use at specific points in a text (e.g., following a particular page, paragraph, or line).&nbsp; <\/li>\n\n\n\n<li>At each of these points, they will read and answer the question(s), which should be simple to answer and should focus on specific content presented in the last several sentences.&nbsp; <\/li>\n\n\n\n<li>Questions should emphasize detail rather than overall comprehension.&nbsp; If they cannot answer the question, they should re-read the section until the correct answer is located.&nbsp;<\/li>\n\n\n\n<li>It may be helpful to keep track of the number of re-readings that are needed, as this will ensure that reading material is set at an appropriate level of difficulty.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Your client should practice breaking down paragraphs into specific meaningful components. \n<ul class=\"wp-block-list\">\n<li>First, he\/she should read to discern the main idea.&nbsp; Then, on a sheet of paper under the headings of <em>\u201cWho, What, Where, When, Why, and How<\/em>,\u201d they can list specific supporting details about the passage.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Direct the client to read the summary or review questions first. This helps establish the big picture and underlying meaning of the material.&nbsp; Then, when the passage is read, the details will make more sense.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Preview the reading by scanning the headings of a chapter, reading captions under pictures, and identifying any bolded text.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Skim through each paragraph looking for the topic sentence. There is usually one sentence that will give the basic idea of the whole paragraph.&nbsp; Finding that sentence will help all the other pieces of the paragraph make sense.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Visualization techniques can assist comprehension and promote retention (i.e., forming images in your mind as you read).<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Re-reading difficult material with a partner can provide opportunities for listening, questions, discussion, and clarification.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Your client may benefit from assistive technology support such as access to an electronic text reader.<\/li>\n<\/ul>\n\n\n\n<!--nextpage-->\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-e46bfe1232b63912715f3132217d6bd7\" style=\"color:#1d84bf\"><strong>Prior to Reading Strategies<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Before beginning to read, encourage the client to think about what you already know about the topic.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When reading expository-type passages, set a purpose for reading by building a <strong>K-W-L chart<\/strong> (what I <strong>K<\/strong>NOW, what I <strong>W<\/strong>ANT to know, and What I <strong>L<\/strong>EARNED).\n<ul class=\"wp-block-list\">\n<li>In the <strong>\u2018K\u2019 <\/strong>column, brainstorm orally, and then write down what you already know about the topic.&nbsp; <\/li>\n\n\n\n<li>Under the <strong>\u2018W\u2019<\/strong> column, write down what you want to know about the topic.&nbsp; <\/li>\n\n\n\n<li>The \u2018<strong>L<\/strong>\u2019 column can be filled out as you read, or immediately following completion of reading.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Preview the reading by scanning the headings of a chapter, reading captions under pictures, and identifying any bolded text.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Read the summary or review questions first. This helps establish the big picture and underlying meaning of the material.&nbsp; Then, when the passage is read, the details will make more sense.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Skim through each paragraph looking for the topic sentence. There is usually one sentence that will give the basic idea of the whole paragraph.&nbsp; Finding that sentence will help all the other pieces of the paragraph make sense.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Look at pictures if they are available. This helps get the general meaning across and uses visual processing skills.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-3e0ccc274cc6fb650b87220c205e7788\" style=\"color:#1d84bf\"><strong>During Reading<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Utilize an active approach to reading. An active approach to reading incorporates self-monitoring skills such as asking oneself \u201c<em>Does it make sense<\/em>?\u201d, reducing impulsivity in decoding, recognizing when it is appropriate to read more slowly in order to understand, and highlighting and keeping notes of important concepts and words.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Monitor the pace of the client&#8217;s reading so that it is appropriate to the reading level and difficulty of the material (e.g., complex text requires a slower reading rate in order to ensure the understanding).<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to use visualization techniques to aid their comprehension and promote retention (i.e., forming images in your mind as you read).<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Stop at the end of the paragraph\/section and review what has been read.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to use context to determine the meaning of unfamiliar words (i.e., what word would fit here)<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>To ensure that what is being read is understood, encourage the client&#8217;s parents or teacher to check-in with the client after each page or paragraph, and determine whether the main idea(s) can be identified, whether the information connects to previous pages, and whether it makes sense. Encourage the client to try to guess what may happen in the next paragraph.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-9cbf91ab8429201e680699920b89ff5d\" style=\"color:#1d84bf\"><strong>Post Reading:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Summarize and re-sequence the content to facilitate adequate storage of the information read.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Try to make connections between the new information and prior knowledge, or relate the information to real-life situations. This can be accomplished through questioning and discussions.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Utilize questioning strategeis with the client to review the material that has been read (i.e., <em>Who, What, Where, When, and Why<\/em>)<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Take notes after reading or tell someone what you are reading about.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-785d553bc2f81cb50764aadeaa0c5b38\" style=\"color:#7e23d3\"><strong>For Older Clients<\/strong><\/p>\n\n\n\n<p class=\"is-style-warning\">To further your client&#8217;s active reading, they will benefit from an approach that breaks down reading tasks into specific steps. For example, when reading textbooks it is important for your client to use text features as tools to understand and study the text chapter. In reviewing the text structure, he\/she could include the following steps. <br><br>Firstly, analyze the little parts (e.g., title, headings, visuals, and words) of the chapter. Explain the information contained in the little part. Predict what the section under the part is about. <br><br>Secondly, review the big parts (e.g., introduction and summary). Search for signal words that indicate main ideas. Decide what the author thinks is important. Relate the information to what he\/she already knows, and paraphrase the main ideas. <br><br>Thirdly, your client must think about questions he\/she hopes will be answered in the chapter. Check the questions provided by the chapter and formulate his questions.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Stress the need for your client to change her reading speed depending on the type of material they read.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color wp-elements-fe0a08e4de99343c07aea1875d37bc35\" style=\"color:#7e23d3\"><strong>Margin Monitoring &#8211; For Older Clients<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Many times reading comprehension suffers because the student reads only the words and reads only at the \u201csurface\u201d level. <strong>Margin Monitoring<\/strong> is useful for focusing on comprehension during the reading act.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The purposes of <strong>Margin Monitoring<\/strong> include helping the reader focus his attention on the reading content, assisting the reader to monitor the relationship of prior knowledge and reading content, and alerting the reader to the need for further comprehension strategies if understanding is poor.&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"is-style-error\"><strong>Margin Monitoring <\/strong>&#8211; Your client is encouraged to make margin notations while reading his textbooks or other material using the following symbols:<br><br>\u25a0<strong> \u221a <\/strong>  &#8211; \u201c<em>I understand this. It makes sense.<\/em>\u201d<br><br>\u25a0 <strong>!<\/strong>&nbsp; &nbsp; &#8211; <em>\u201cThis is new information.&nbsp; I need to read carefully and try to relate it to what I already know.\u201d<\/em><br><br>\u25a0 <strong>?<\/strong>&nbsp; &nbsp; &#8211; \u201c<em>I don\u2019t understand this.&nbsp; It doesn\u2019t sound right or make sense.&nbsp; I\u2019ll need to re-read and if that does not&nbsp;help, I\u2019ll need to use a \u201cfix-up strategy<\/em>.&#8221;<\/p>\n\n\n\n<p><em>The frequency of the marginal annotations will be dependent on type of material being read.&nbsp; Usually an annotation after each paragraph is sufficient to monitor comprehension and focus attention.<\/em><\/p>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-cc06bf03bfd4d460b81151d8e313a413\" style=\"color:#d16518\"><strong>Handouts and Additional Reading<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/THRILD-Reading-Comprehension-Handout-.doc\" target=\"_blank\" rel=\"noreferrer noopener\">THRILD Reading Comprehension Handout<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/Thieves-Previewing-Strategy.doc\" target=\"_blank\" rel=\"noreferrer noopener\">Thieves Previewing Strategy<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/STORE-Reading-Comprehension-Strategy-.doc\" target=\"_blank\" rel=\"noreferrer noopener\">STORE Reading Comprehension Strategy<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/Cause-and-Effect-Graphic.doc\" target=\"_blank\" rel=\"noreferrer noopener\">Cause and Effect Graphic<\/a><\/li>\n<\/ul>\n\n\n\n<p>For more information on reading comprehension and targeted interventions, see this handout: <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/09\/Reading-Comprehension-Handout.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Reading Comprehension Handout<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"entry-summary\">\nTo support clients in the development and maintenance of reading comprehension skills you may want to: General Strategies: SQR3 \u25a0&hellip;\n<\/div>\n<div class=\"link-more\"><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=210\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &ldquo;Recommendations for Maintaining and Building Reading Comprehension Skills&rdquo;<\/span>&hellip;<\/a><\/div>\n","protected":false},"author":8966,"featured_media":0,"parent":85,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"class_list":["post-210","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/210","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/users\/8966"}],"replies":[{"embeddable":true,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=210"}],"version-history":[{"count":19,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/210\/revisions"}],"predecessor-version":[{"id":3290,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/210\/revisions\/3290"}],"up":[{"embeddable":true,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/85"}],"wp:attachment":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=210"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}