Students enjoy reading these passages based on their interests and improve their reading comprehension in the process. They'll strengthen comprehension skills in the areas of reading for information, making inferences, and figurative language.
- Improve reading comprehension in the areas of reading for information, making inferences, and figurative language
- Enjoy reading
There are over 190 passages, each with five to ten comprehension questions. Each high-interest passage is written at a controlled reading level of 4.0 or below. Each section (Reading for Information, Making Inferences, and Figurative Language) is arranged in order of difficulty from the easiest to the most difficult.
The Reading for Information section is grouped into the following curricular areas:
- animal life
- around the world
- historical events and people
- great inventions and discoveries
- interesting information
Copyright © 1999
This has product has great appeal to male students. I use the lessons to teach students to obtain and retain facts about the topic. The boys especially love the bug, snakes, lizard, and geography topics. They can recall the facts easily. We use this as a starting point and from the initial story sheet we write our own story using facts. For example, the story about the Great Wall of China was fun. Some of our student stories featured skate boarding and hot dog stands on the Great Wall!
Sue Meehan, SLP
- High levels of reading comprehension are essential to academic success. Instruction of text comprehension can help children become independent, self-regulated, thinking readers (NRP, 2000).
- SLPs play a direct role in the development of literacy for children with communication disorders (ASHA, 2001).
- Instruction in comprehension can help students understand, remember, and communicate with others about what they read (NIFL, 2003).
- Teacher questioning improves students' learning from reading because it gives them a purpose for reading, focuses their attention on what they are to learn, helps them think actively as they read, encourages them to monitor their comprehension, and helps them review content and relate what they've learned to what they already know (NIFL, 2003).
- Research shows that reading comprehension improves when a combination of techniques is used, such as question answering, question generation, and summarization (NIFL, 2003).
No-Glamour Reading Comprehension incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved April 15, 2009, from www.asha.org/policy
National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved April 15, 2009, from www.nifl.gov/nifl/publications.html
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved April 15, 2009, from http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf