ERIC Number: EJ792949
Record Type: Journal
Publication Date: 2007
Reference Count: 0
"I Don't Get It"
Lipson, Marjorie Y.
Instructor, v117 n2 p37-39 Sep-Oct 2007
It is easy for intermediate students to get the wrong ideas about the purpose of reading. Educators pay so much attention to decoding and fluency in the early years that children sometimes come to believe that flawless and rapid word recognition is the point. As texts get more demanding or unfamiliar, some of the "good readers" in classes begin to struggle, because they are not sufficiently engaged in constructing meaning. Lack of both engagement and intentional effort is a deadly combination, which makes it impossible for many students to be independent during reading. Thankfully, teaching comprehension is one of the most rewarding aspects of working with students in the intermediate grades. These students are capable of wonderful insights, terrific humor, and deep grief. They are also hungry for interesting information. Educators can help them get the most out of their reading by teaching them how to comprehend--how to manage a poem versus a novel or a textbook, for example. In this article, the author answers teachers' toughest questions about how to approach comprehension with their students.
Descriptors: Word Recognition, Intermediate Grades, Reading Instruction, Reading Comprehension, Grade 6, Prior Learning, Reading Strategies, Reading Teachers, Teaching Methods
Scholastic. 557 Broadway, New York, NY 10012. Tel: 800-724-6527; Tel: 866-436-2455; Web site: http://teacher.scholastic.com/products/instructor/subscribe.asp
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 6
Authoring Institution: N/A