LIteracy Journal - Comprehension Strategies

Cooper and Routman 8 (both chapters are required reading):

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?

Reading is not reading without comprehension. No doubt every one of us has had the experience of reading a page and realizing we have no idea what it said. For most proficient readers, this is a temporary issue resulting from a lack of focus. When we get to the end of the page and realize we remember nothing, we know we need to reread and pay attention.

As teachers, we have the responsibility to not only help our students develop a variety of comprehension strategies, but also to help them develop the metacognitive awareness of whether they are successfully comprehending what they read. Both Routman and Cooper et al. refer to this awareness as "monitoring." To me, this is the strategy upon which all others depend. Yes, it's important to develop the ability to visualize as we read or to make inferences, but if we aren't at some level monitoring our comprehension, we may fail to invoke these other strategies when needed.

As important as monitoring is as a comprehension strategy, it is not one that can be acquired through isolated worksheets. Of course, as both Routman and Cooper remind us, all comprehension strategies are best taught in context. Nonetheless, I have observed my MT guiding students through a summarizing strategy activity with an article selected for this purpose and an accompanying graphic organizer, and I was convinced that students came away with better skills. I am not sure that monitoring can be taught in quite the same way.

I do believe that "think alouds" can be extremely valuable in reinforcing the strategy of monitoring comprehension. I can well imagine reading aloud, and thinking aloud, about my comprehension. Using a "think aloud" would help to make the monitoring process transparent for students. More than that, teachers send a powerful message when they demonstrate that even smart adult readers have to pay attention to comprehend. To be effective, this should not be a one-time demonstration. A teacher would be wise to seek out repeated opportunities to think aloud about his/her comprehension strategies.

Think alouds fit nicely into the Optimal Learning Model. Certainly they would function well at the demonstration level. In addition, teacher and students could collaborate in thinking aloud at the shared demonstration level, and then pairs of students could practice thinking aloud with each other at the guided practice level. Ultimately, we hope that students will implement just plain thinking at the independent practice level.

Cooper et al. and Routman agree in their essential premise that reading comprehension is a process of implementing coordinated strategies in order to construct meaning from text. Routman focuses on rereading as the single most important strategy. (I would still argue that if you don't monitor your comprehension, you won't know that you need to reread!) Cooper et al. position evaluating as the strategy which is most helpful in students developing the ability to read critically. They both stress the importance of modeling and practicing strategies in a meaningful context, as well as practicing comprehension strategies with a variety of materials.