Competency 12- Comprehension: Concepts and Factors Affecting Reading Comprehension

RICA Reflection

Competency 12: Comprehension: Concepts and Factors Affecting Reading Comprehension

Introduction

RICA Competency number twelve address how a reader is able to understand what they are reading.  This chapter also reviews the factors affecting reading comprehension.

Personal Connection/Evidence

There are a many ways that I have engaged with this competency.

“The answers to inferential reading questions are not in the text- the reader must speculate based on the surface meaning of the text.” (RICA p. 91) I have used this when I was asking my tutees to predict what they thought would happen along the way. In the book, Mr. Putter and Tabby Walk the Dog by Cynthia Rylant I asked my tutee to predict if the dog was a good dog or a bad dog. As we continued to read the book we were able to see if her prediction was correct.

In my fifth grade placement, I practice the skill of sentence structure with them every time. We have a daily literature review (DLR), that we correct together as a class. The students are asked to correct the sentences and identify mistakes as they see them. This helps their critical thinking skills and helps review other concepts as well. For some fun worksheets click here

It is important for students to be exposed to many different types text structures. The difference between fiction and nonfiction, informational and stories carry an impact on them and they need to differentiate between them all. With my tutees we worked on an informational book named, Insects where is informed us all about insects. “Students with experiences working with expository text structures can use that knowledge to better comprehend the information-based texts they are asked to read.” (RICA, p. 93)

Text-to-Text Connections

“Through prereading activities, vocabulary words can be focused on before students read to help activate background knowledge in activities involving predicting.” (RLTR, p. 256)

“Not only do questions stimulate interest and arouse curiosity, but they also draw students into the story. In this process, students’ reading comprehension will be more goal-directed. That is, that they will read to satisfy purpose that they, not the teacher, have established.” (RLTR, p. 289)

TPE Connections

TPE 3: Interpretation and Use of Assessments

TPE 4: Making Content Accessible

TPE 5: Student Engagement