Teaching comprehension strategies

How are these two readings similar to each other and how are they different? You might explore this question in a global sense or you might consider a few specific points of comparison. Additionally, what aspects of the Optimal Learning Model are evident in the readings? Why are think alouds so important in comprehension strategy instruction? Have you seen this type of instruction in your placement? What is similar or dissimilar?

Cooper refers to reading strategies as “strategies for constructing meaning” (p. 139) whereas Routman refers to similar strategies as strategies for comprehension (p. 118). The two lists presented are remarkably similar. The only place they differ is where Cooper adds the eighth strategy, evaluating. This strategy is detailed as “readers continually decide whether the text they are reading is interesting or whether the arguments made in the text are credible” (p. 153). Looking further into Cooper’s description, evaluation aligns with many of the other strategies already on the list. Therefore, I’m left with the assumption evaluation may be combined with asking questions and making inferences on the list of strategies. Again, looking closer, evaluation is meant to develop critical thinking within readers. Stepping into a global frame for a moment, Cooper and Routman are identical. Both of them agree comprehension strategies need to be taught in context, and they are necessary skills for students to learn.

I’ve alluded to the integration of the Optimal Learning Model with teaching comprehension strategies. More explicitly, the OLM follows easily with both of these readings. Both authors would agree the strategies need to be taught explicitly and modeled by the teacher. Having the teacher initially model the strategies, with eventual transitioning of responsibility to the students, aligns with the OLM. I like Routman’s point on page 121, that teachers need to make their reading and thinking process, think alouds, visible to the students.

I believe think alouds are important in comprehension strategy instruction, because they allow students to see how teachers apply the strategies. So much learning is done through observation. It allows students to watch and think through the strategies with the teacher. The students can then come to mimic the strategies, and then move into understanding and applying the strategies.

I have seen some, but not a lot, of think alouds done at my placement. Many of the think alouds are performed when the teacher is focusing on visualizing texts. Visualization seems to be emphasized more than any of the other strategies. I believe it is more focused on because the teacher believes it is powerful and helpful for comprehension. However, I will ask the teacher this week why she uses this strategy often and whether/how she teaches the other comprehension strategies. From these readings, I am left to conclude all the strategies are essential to learn, and some students will prefer which strategies they choose to use.