Respond to discussion 1 100-150 words
Angela
The thing I remembered most about learning to comprehend what I read in grade school was reading the same passage more than once to comprehend. If I did not enjoy what I was reading, I would have to read it several times to get a full understanding of what I was reading. When I read books or passages that I liked, I was able to discuss what I read among my peers and answer any open-ended questions about the book. Overall, I believe comprehending what I read was very challenging for me because there were some books and passages that did not interest me.
The way my teachers focused on teaching me to comprehend what I read in Social Studies was helpful to me because Social Studies was not my favorite subject. The teacher would make a game for us to make sure that we understood what we read in class together. The teacher would divide us into two different teams. We would read different chapters in class together. After, we were through reading, she would ask us questions pertaining to what we just read in class. She would count this as a group project grade. Reading together in class helped me because, it helped me to focus more on what we were reading. I liked the strategy the teacher used because it was fun. She made our learning into a game. In math class, we would be given a math problem from the math textbook. Each student would have to go to the board and work their problem out on the board and explain to everyone how they worked out the problem.
The teacher and my mother made the process of learning to read easy because what I did not fully comprehend or understood at school, my mother would help me at home. In grade school, my mother would let me order books from the Scholastic book order form that I received from school. The books that I ordered; I would have to read them to my mother. The words that I could not read in the book, my mother would make me sound the words out. I would have to look up the words that I did not know in the dictionary to know the meaning of the word. I was able to choose any of those books to do a Book Report for school. I would rate myself as an above average reader because I enjoy reading but if I would take the time and had the time to read more, I could be an excellent reader. When I am reading, I have learned to take my time reading so I will be able to comprehend and enjoy what I am reading.
Beverly
The saying that says “A picture is worth a thousand words” is what I remember most about learning to comprehend in grade school. One of the first things I learned was to look at pictures to see what was going on in the picture. When our teachers read to us, they showed us the pictures on each page as they read. Not only was this beneficial in English/reading class, this also helped me with math and science. If I didn’t understand something, I would immediately look at any pictures or diagrams to help me comprehend what I was reading. This definitely helped me to better understand what I was reading. The other thing that helped me to understand was asking questions before, during, and after reading. This process helped most, if not all, of the students to think about what the story was about and what it could be about based on what we were reading. The comprehension was easy because of this process.
The process of learning to read was easy for me. I developed a love for reading at an early age because it gave me an opportunity to expand my vocabulary while also learning to read. When our teachers made it easy for us to understand, I was glad to participate in learning to read and comprehend. I loved to look at the pictures and interpret what the story was about. I consider myself to be a good reader. My love for reading grew from grade school to high school and I won lots of spelling competitions because of my love of words and understanding what they mean. I can definitely contribute this learning to my grade school teachers.
Every student learns in their own way and not every student will comprehend or learn the same. If they are taught what to do and how to do it, then they will grow to learn to read even if they thought the hated it. Many students hate reading because they do not understand how to comprehend what they are reading. The Bible tells us in Luke 6:40, “The student is not above the teacher, but everyone who is fully trained will be like their teacher.” I agree with this scripture whole-heartedly.
Corieyunna
Reflecting to when I was in third grade, I was a struggling reader. The lack of exposure to curtain words and not being confident in my ability to read text aloud caused me to struggle for two years. I would refuse to read aloud when called up on to read. When I was forced to read, I would read softly so no one would hear. The teacher would call for someone else to read once I became frustrated. I was so embarrassed and hated going to school. With the help of my mentor, I was able to become a fluent reader. One of the many tactics my mentor would use was sight words. The sight words would consist of words I was unfamiliar with and had trouble reading within text. We would practice reading the words correctly individual and within a sentence.
Another technique my mentor used was reading aloud. For 30 minutes a day, she would have me read a grade level book to her. Initially, I would read 3 pages a day. If I made any errors, I would have to mark where the errors were with in the text. At the end of the reading, we would review the errors and properly reread the passage. Eventually, I was able to read the entire book with minimal mistakes. One of the other exercises were Questioning and Answering sessions about the readings. This exercise helped me get a clearing understanding of what I was reading. I was able to utilized the context clues to decode certain words and phrases.
The numerous techniques I was shown by my mentor has helped me to become the reader I am today. The most important lesson I have learned with my experience as a struggling reader is not to give up as a reader and as a teacher. As a teacher, it is easy to say “I don’t have time for this. I have 19 other students to worry with.” Having this mentality will not help the student who is a struggling reader. If the student feels as if the teacher doesn’t care or have time, they will easily say forget it. It is important to address the issue head on and provide the student with the assistance they need to be become fluent reader.
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