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 1.  Print awareness
 2.  The sounds of speech
 3.  Phonemic awareness
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 10.  Text comprehension
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Diary of a First Year Teacher

Module 10  –  Text comprehension

  |   Pre-test  |  Intro  |  In depth  |  In practice  |  Assignments  |  Post-test  |  

Intro

Video Clip

Engaging Nonfiction Readers

In Salt Lake City, teacher Margaret Barnes uses a framework called CORI (Concept Oriented Reading Instruction) to teach reading comprehension skills to second and third graders.

Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.

As they read, good readers are both purposeful and active.

Good readers are purposeful.

Good readers have a purpose for reading. They may read to find out how to use a food processor, read a guidebook to gather information about national parks, read a textbook to satisfy the requirements of a course, read a magazine for entertainment, or read a classic novel to experience the pleasures of great literature.

Good readers are active.

Good readers think actively as they read. To make sense of what they read, good readers engage in a complicated process. Using their experiences and knowledge of the world, their knowledge of vocabulary and language structure, and their knowledge of reading strategies (or plans), good readers make sense of the text and know how to get the most out of it. They know when they have problems with understanding and how to resolve these problems as they occur.

Over 30 years of scientific reading research has shown that comprehension instruction can help students understand and remember what they read. It can also help students to communicate with others about what they read.


To play this clip, you'll need a copy of the free RealOne Player. Most computers already have it installed, or you can download it now.

First Year Teacher was a pilot project of Reading Rockets, which is service of WETA, Washington D.C.'s flagship public television station. Funding for First Year Teacher was provided by the U.S. Department of Education, Office of Special Education Programs; The Morris & Gwendolyn Cafritz Foundation; and The Overbrook Foundation.

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