Improve Reading Comprehension

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Seeing adults reading for enjoyment provides both a model and motivation for students to read for pleasure. Enchantment in a book sets the stage for text comprehension. Read on for tips on how to IMPROVE READING COMPREHENSION!

TIPS: Development of a Schoolwide Reading for Pleasure Program

Allotting 15-20 minutes to read for enjoyment is key to the development of pleasure reading. Everyone (teachers, students, nurses, cafeteria works, office staff, parents, and janitors) in the school building selects a book, sits down, and reads at the same time every school day.

To foster a successful pleasure reading program:

1. ALLOW STUDENTS TO MOVE TO A COMFORTABLE LOCATION.

Have students sit where they are comfortable either at their desk, on a rug, or even on a bean bag chair.

2. PROVIDE A VARIETY OF READING MATERIALS.

Instruct students to bring a book, a magazine, or newspaper from their home or library. Students who come to class without a book may choose one from the classroom library; however, only allow enough time for a quick selection.

3. OFFER AN INVITING ENVIRONMENT.

For visual learners and students with attention issues, make sure the classroom is relatively quiet and free of distractions. Allow auditory students to hum quietly to themselves if they can do so without disturbing others.

4. KEEP DICTIONARIES READILY AVAILABLE.

Have several dictionaries placed throughout the classroom and encourage students to use them to look up unfamiliar words. Model using a dictionary whenever possible.

Use the following strategy to help students focus on reading comprehension as they pleasure read:

BE A READING DETECTIVE

Materials:

• Bound notebook
• Recycled magazines
• Material
• Markers/crayons
• Glue

Directions:

• Explain to students that detectives use notebooks to gather evidence and information. Tell them that they will be “reading detectives” using notebooks to gather words and ideas.
• Give each student a bound notebook to decorate.
• Instruct students to make an entry in their notebook during each pleasure reading time. Entries may include new vocabulary words, key ideas, interesting descriptions or well-written phrases.
• At the end of pleasure reading time, allow three minutes for students to write a brief summary about what they just read.

For additional sample related topics, see "Taking It Further."

Source: The above concepts are based on the PLS graduate course Reading to Learn: Comprehension Instruction™.

References:

Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156.

Block, C. C. (1993). Strategy instruction in a literature-based reading program. Special issue: Strategies instruction. Elementary School Journal, 94(2), 139-151.

Brown, R., Pressley, M., Van Meter, P., & Schuder,T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88(1), 18-37.