Improving Reading Comprehension

In my experience(s) with teaching and attempting to improve reading comprehension, I have noticed and observed that the main focus is not only the student’s abilities or capabilities, but also the interest in the text/material. Students who have difficulties reading will also have a negative impact of their comprehension skills.As a practice, I have implemented the use of graphic novels or other young adult literature to enhance the readings and grasping the text’s design.

As an example, I used a text that was designed to research interpersonal and social issues with a text that had variations of graphics and short readings. My plan was to have the students research the purpose of the graphic design, describe areas of concern for each character, identify culture/diversity, understanding the roles within a society and family, and to define symbolism/nature in the reading. This was of high interest to the students because they were intrigued to not have to read just the mere words of a similar size text. As the students performed each objective and task, they were guided to work individually and as groups. This process promoted their comprehension of the text with basic knowledge of the topics at-hand (i.e. friendship, personality traits, minorities, artistic style, violence, gender roles, settings, and design work).

Continuing along with the process and activities, the students would conduct written and verbal reflections of certain areas (using the K-W-L format). As part of the class, it seemed that the atmosphere and interest was more positive while learning new skills and learning new ideals/perspectives from their respective classmates. The students enjoyed their time within the school semester doing these readings. Not every student has the same understanding or disabilities, but coordinating students individually and as groups increased the knowledge base and comprehension levels, such as those that were one or two reading levels behind, would be teamed up with those that were on the average level or those that were one grade level ahead. One key point was to incorporate accountability to each student as individuals and for the group projects. Another key point was to establish personal responsibility for the student as well as myself because giving the students too much work will overload their abilities, capacities, and the loss of interest.

I believe that having the students participate in various forms made them more accountable for what the responsibilities called for. Having them work at home (homework, essays, Internet research) gave them more insight to the projects because they felt it was more hands-on than just a reading assignment. The inclusion of class questions, quizzes, and discussions also provided an increased level of reading more texts and other materials. The students wanted to look up more with their own personal life, ethnic, and culture backgrounds. In seeing what I have done in the past, I would recommend this process because not only does it match the basic concepts of the chapter (19), but visual aids present an interest increase with better involvement; using visual learning will enhance reading comprehension as students are given essential elements to combat reading problems. Utilizing the tactics and practices gives the teacher a higher means of measurement for student strengths and weaknesses in their assessments and their future work for those with learning and reading problems.