Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3IKBIG15787; Mon, 18 Apr 2005 16:11:19 -0400 (EDT) Date: Mon, 18 Apr 2005 16:11:19 -0400 (EDT) Message-Id: <BE897E2D.20D4%sbeaman@webster.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Sarah Beaman-Jones <sbeaman@webster.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2986] Re: In Search Of Effective Pedagogy In Teaching X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; Status: O Content-Length: 992 Lines: 18 Dear Dr. Alba, You seem very aware of effective comprehension strategies. Maybe the issue is helping the students use the strategies. Good readers, such as yourself, usually have incorporated their strategies for comprehension to such a degree that they are often not aware of using them. The trick for teaching a student to increase their comprehension is to make these strategies very easy to use and very accessible. An example of how to introduce a strategy would be to first demonstrate, talking out loud about your thinking process, then have small groups practice and compare their results, then analyze in large groups and then have individuals practice. It is important not to introduce more than one strategy at a time. Use the Read With Understanding Standard as a guide for the student to proceed through the entire reading process. This reflective practice during reading is not an easy technique to acquire, but can be effective at all reading levels. Sarah Beaman-Jones
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