Reading Comprehension Research Presentation

Reading Comprehension Research Presentation

Fluency, language development, and vocabulary are essential elements that influence the student’s ability to understand reading at a younger age. Language development assists young people’s ability to communicate during learning. The communication in this case also entails the ability to express feelings as well as how they understand feelings from their tutors. In addition to communicating feelings, language development also assists younger learners in creating and developing relationships between them and their tutors. Finally, the development and mastery of language facilitate reading, writing which sets the first and significant step in their journey in literacy. In a nutshell, language development is essential in literacy and communication.

Fluency is also a vital element in the learning process of young students. It is through fluency that students can read a text which unfamiliar aloud at a sufficient speed and ensure accuracy in their pronunciation. Further fluency also requires the proper expression of the learner. Through the need to succeed in fluency, learners practice reading from different languages or contexts. This practice causes them to develop in language and also their knowledge of different settings and fields. The ability to read aloud and with proper expression heightens learners’ confidence, which is essential during learning at a young age (Shanahan, 2010).

Vocabulary becomes vital more so in the learning of a language. Usually, the learning of a new language entails the possession of meaning of words used in the language which the younger students are learning. Therefore, the more words a person knows, the more they tend to comprehend and may speak or write the language they are learning. Every day in a learner’s life, they come across words that some that come from different languages. The input they exercise intending to learn their meanings conforms to their rate of comprehension of the language. It may, therefore, be necessary for learners at a younger age to strive and know the meaning of words that they come across and relate to a language (Shanahan, 2010).

Recommendations for reading comprehension

It is recommended to teach young learners how to apply the research-based comprehension strategies during their learning process. This recommendation also entails giving the young learners to read individually as well as in groups and also make a gradual release of responsibilities to the learners. This recommendation relates closely to the research that I presented on the importance of research-based strategies aimed at achieving reading comprehension. This recommendation acknowledges that research is a critical element of the reading comprehension process. It is through research that tutors can ascertain the best intervention to sue for students facing a specific hardship during learning (Shanahan, 2010).

It is also recommended that tutors engage the learners in the identification and connection of different parts of narrative texts. The tutor, in this case, also provides instructions on how to approach common reading structures of informational texts during reading. According to the presented research, a teacher has a vital role in directing and assisting learners more so when it comes to connecting words. Therefore, there is a close relationship between the study and the recommendation in that both call for the action of the tutors when it comes to identifying and connecting words hen reading (Shanahan, 2010). Since these students undertake the learning of a new language, they may experience problems when connecting new vocabulary and create meaningful phrases.

Thirdly, it is recommendable for tutors to help learners acknowledge the importance attached to reading through motivation. Through the realization of the importance of reading, learners may develop the urge to learn and be successful in reading and comprehending texts. In cases, tutors find it difficult for learners to acknowledge the importance of learning; they may attempt to motivate them. One of the motivating activities includes offering the learners a chance to select the reading choices. The presented research acknowledges the need for learners to embrace reading a vital element in their future studies (Shanahan, 2010). Therefore, the study relates to the recommendation in that both possess the aspect of acknowledging reading as necessary.

Evidence-based reading comprehension interventions

Research has shown that decoding words as well as passages when reading passage is essential for a learner involved in reading comprehension. According to evidence from research, the act of decoding words requires a considerable amount of time for learners to benefit. This evidence-based intervention proves most useful when the learner is still in the stage of associating different letters with the sounds they produce when a learner is reading. It is also useful primarily for learners that have proved unable to pass in the grades 1 to 3 (Gersten, Newman-Gonchar, Haymond & Dimino, 2017).

Secondly, learners need to seek ways to identify their strengths and weaknesses during reading comprehension. For students to have proper learning progress for reading, they need to identify the areas that they understand and those that they are experiencing problems. Upon the realization of what the learners understand and what they do not gives a chance for them to look for ways to fix their weaknesses. According to research, one of the ways that learners may evaluate their level of understanding is through the tutor’s instructions (Gersten, Newman-Gonchar, Haymond & Dimino, 2017). Upon the realization of their areas of strengths and weaknesses, learners may then seek the counsel of their instructors and get over the reading difficulties.

Thirdly, metacognition serves as an excellent evidence-based reading strategy. This strategy entails the learners having to think about the things they are reading as well as assuming control of the reading contents. While using this strategy, the learners need to have a clarification of the purpose behind their reading. The realization of the learner’s goal for reading is followed by the preview of the reading content so that the reader identifies where they need to adjust the reading speed. The varying speed helps the learners in fixing any comprehension problem that may come up in the course (Gersten, Newman-Gonchar, Haymond & Dimino, 2017).