Comprehensive Early Reading Strategies and Instructional Goals

Comprehensive Early Reading Strategies and Instructional Goals

Reading comprehension strategies are methods through which the language learners use to enable them to read through a written text. These strategies also help learners comprehend the meaning of the words that they read through. The techniques that entail the comprehension strategies are summarizing the significant points in a text. The learner then infers the meaning of terms from the context that they have been used. Comprehension reading strategies enable a reader or a learner to enjoy when reading (Talley, 2017). The enjoyment that the learners acquire through the reading comprehension skills enhances the learner’s academic progression more so when they are learning a new language.

Graphic organizers are reading strategies that entail the construction of visuals which the learners fill. As the learners fill the visual map, their thinking capacity enhances, and therefore they can build on their understanding of a new language. The graphic organizer makes use of visible objects to improve the ability for learners to put acquire new knowledge of the subject matter. Learners need to produce identification for the areas they are focusing on when they are dealing with a broad topic. The benefit attached to the graphic organizer is their ability to instruct the learner on what they need to do to enhance their thinking during learning (Talley, 2017). Here, a learner can identify the areas they need to make improvements.

Independent practice is a learning strategy that allows students to learn with little or no supervision or assistance. The reason behind the lack of teacher’s aid in this practice is to offer the learners a chance to reinforce their skills and put into practice the knowledge they have gained. Learners implement the independent exercise by receiving a task from their tutors and attempt to complete it by the use of the previously acquired skills. They can make corrections by referring to the training notes. The benefit of the independent practice is that the teacher sees the results of their work when the learners can perform and correct themselves whenever they do something wrong (Niño, 2015).

The model lead test is a learning technique where the teacher teaches the students through demonstration, after which they test their comprehension skills. In the implementation of this technique, the teacher teaches and demonstrates the teachings practically. The learners then attempt to do what they have learned with the assistance of the teacher. After the teacher is satisfied with the way the collective comprehension level of the students, they allow them to test the student’s understanding. The benefit attached to this method is the independence that characterizes the students’ way of doing what pertains to the contents they have learned (Hollowell, McLaughlin & Hatch, 2017). Also, the motivation of the students increases when they can grasp the learned contents and pass the individual assessment test.

Peer tutoring is a learning method where learners serve as tutors as well as tutees among themselves. Typically, the students who have a higher understanding capacity and perform well help those who have difficulties in learning. The implementation strategy used in this learning technique is pairing the higher-performing students with the lower performing ones, especially in the discussion forums. The learners benefit from this strategy in that their relationship with peers enhances. They also benefit from increased motivation and their personal as well as social development increases (Talley, 2017). In a nutshell, peer tutoring helps the performing students uplift the performance of the academically weak students, and there is eventually increased overall performance.

Repeated reading entails the action of repeatedly reading a similar text such that they attain fluency in their reading. In most cases, learners and tutors use this strategy individually or in a group context. The repeated action by the learners enables them to read quickly and maintain accuracy in their pronunciation. In the implementation of this strategy, the trainer selects a text, provides some background information about the text, and then instructs the learners to read the text. The learner must have an objective set before reading the text such that they assess their skills in reference to the objective (Talley, 2017). The benefit of repeated reading is that it embeds the ability to understand a text and language as the learner read through.

Part 2

The first instructional goal that fits for Kale is giving him a (Consonant-vowel –consonant) word prompt. This goal will aid him in pronouncing the words in a slow pace. Research shows that learner has to read the sounds slowly during this moment (Musk 2010). They then blend the sounds and attempt to read them a bit quickly. During this instructional goal, Kale may use the Graphic organizers to help him apply the correct tone for the appropriate consonant and vowels in his attempt to pronounce them. His parents, although they do not know the English language, may supervise as he attempts to practice the consonant-vowel-consonant prompt.

After having a good command of speaking the sounds in a word, Kale may then take a letter to letter combination and attempt to say the corresponding sounds. The teacher will allow him to try saying the sounds in several trials until they achieve accurate pronunciation. The teacher should count the number of times that Kale pronounces the words correctly in four tests. Here, the repeated reading instructional goal deems viable. This goal is appropriate for this stage as it facilitates repetition in his pronunciation attempts (Talley, 2017). If he achieves three out of four trials, then he will be useful to proceed to the next instructional goal.

The instructor will then read a story to Kale where he will be required to listen and retell the sequence of several events narrated in the story. He will then be shown the sight words where he will be expected to pronounce them automatically. The model lead test is a common instructional goal to apply at this stage. Recalling the sequence of events serves an excellent platform for Kale to showcase his ability to listen and understand words. The model lead test instructional goal is best to use at this stage. The teacher will act as a leader. The teacher performs a task such as reading some words aloud and then supervises Kale as he attempts to do as the teacher showcased (Hollowell, McLaughlin & Hatch, 2017). At this point, Kale’s parents are of help as they may read motivate their son as he attempts to pronounce the words as the teacher did. Much is not to be done here since the parent needs to see a similarity in Kale’s and teacher’s pronunciation.

After being able to listen to a story, recall its sequence of events, and then pronounce the sight words, Kale will then read a brief passage and then retell the main ideas in the story. Upon reading this story, Kale will showcase his ability to blend consonants and vowels into accurate sounds. The independent practice instructional goal is viable for Kale at this point. Kale will practice independence by taking his time to read out a passage and then ensure that he understands it. However, his parents may help by listening to him narrates the events involved in the reading and then corrects him where necessary (Talley, 2017).

References

Hollowell, B., McLaughlin, T. F., & Hatch, K. The Effectiveness of Model, Lead, and Test Technique with Real Money Coins to Teach Differentiation and Counting to a 16-Year-Old High School Student with Multiple Disabilities.

Niño, A. (2015). Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education. IAFOR Journal of Education.

Talley, L. A. (2017). Best teaching strategies to help struggling readers.

Musk, N. (2010). The vowels & consonants of English. Lecture Notes. Department of Culture and Communication. Institution for Culture and Communication (IKK) English.