Providing struggling readers with effective intervention and instruction is imperative for academic success. These interventions include explicitly teaching of good reading behaviors and providing time to practice those modeled strategies (Laureate Education, Inc, 2009a). By doing so will help to enhance comprehension. "Comprehension is a creative, multifaceted thinking process in which students engage with the text" (Tompkins, 2010, p. 258). Comprehension depends on several factors. These factors are prior knowledge, word recognition, and reading fluently (Tompkins, 2010). Through a "Read With" activity, teachers can aid students become successful. Read With activity, as explained by Dr. Bear, is interactive and carried out in a homogeneous
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The DRTA model is a comprehension strategy that guides students to become active participants in their reading. Samantha, the learner of this study, is a beginning first grader who was found to be easily distracted during the preliminary interview. Engaging student in this learning activity could increase her motivation and focus. The designed lesson focused on making and affirming predictions as a strategy to comprehend what they are reading. The text chosen for the study is based on the students' comprehension and fluency assessment which indicated that Samantha's instructional level is as a pre primer. At the preprimer level, the text follows a predictable pattern and repeated high frequency words (Morris, …show more content…
"Readers bring their background knowledge to every reading experience" and "the more background knowledge ... readers have about a topic, the more likely they are to successfully comprehend what they're reading (Tompkins, 2010, p. 261). The title of the story was called The Mitten by Katalina Page, a retold Ukrainian folktale set in the winter (See Appendix). On a chart paper, I wrote the word winter, then asked the student to tell me everything she knows. The student shared that in winter it snows, can make a snowman, snow angels, snow on tress, snow on the ground, and drink hot cocoa. To get the student to think further, I had her compare summer and winter. The student was able to tell me that it is hot and it does not snow in the summer. Her answers were curt and, thus, had to ask follow-up questions such as why doesn't it snow in summer and what does it need in order for it to snow. She responded that summer is very hot and it needs to be very cold to snow. The student did not indicate the types of clothing that one would wear in the winter. So, we spoke about clothing in the summer. Eventually, she was able to tell me clothing wore in winter time. Anticipating Samantha's minimal knowledge of winter being that she lives in a warm climate, I prepared cutouts of pictures dealing with winter and summer. I decided to play a quick game with the cards by having Samantha tape winter pictures around the writing on the chart to
The DRTA model is a comprehension strategy that guides students to become active participants in their reading. Samantha, the learner of this study, is a beginning first grader who was found to be easily distracted during the preliminary interview. Engaging student in this learning activity could increase her motivation and focus. The designed lesson focused on making and affirming predictions as a strategy to comprehend what they are reading. The text chosen for the study is based on the students' comprehension and fluency assessment which indicated that Samantha's instructional level is as a pre primer. At the preprimer level, the text follows a predictable pattern and repeated high frequency words (Morris, …show more content…
"Readers bring their background knowledge to every reading experience" and "the more background knowledge ... readers have about a topic, the more likely they are to successfully comprehend what they're reading (Tompkins, 2010, p. 261). The title of the story was called The Mitten by Katalina Page, a retold Ukrainian folktale set in the winter (See Appendix). On a chart paper, I wrote the word winter, then asked the student to tell me everything she knows. The student shared that in winter it snows, can make a snowman, snow angels, snow on tress, snow on the ground, and drink hot cocoa. To get the student to think further, I had her compare summer and winter. The student was able to tell me that it is hot and it does not snow in the summer. Her answers were curt and, thus, had to ask follow-up questions such as why doesn't it snow in summer and what does it need in order for it to snow. She responded that summer is very hot and it needs to be very cold to snow. The student did not indicate the types of clothing that one would wear in the winter. So, we spoke about clothing in the summer. Eventually, she was able to tell me clothing wore in winter time. Anticipating Samantha's minimal knowledge of winter being that she lives in a warm climate, I prepared cutouts of pictures dealing with winter and summer. I decided to play a quick game with the cards by having Samantha tape winter pictures around the writing on the chart to