At-risk "tweens" and teens build success in reading comprehension when they read these age-appropriate, interesting passages presented with a slow progression of difficulty.
- Improve reading comprehension
- Answer factual questions, give the main idea, and retell/ paraphrase the information in a reading passage
- Compare and contrast information and make predictions about information in a reading passage
All reading passages are written at a 3.0 reading level or below. The 256 activities are divided into four parts; each part is more difficult than the previous one.
- Part 1 contains a simple sentence or set of sentences that the student matches to the correct picture.
- Part 2 contains short paragraphs. Passages at the front of the section have pictures. The rest of the section has two passages per page without pictures. Students answer factual questions about the information presented in the reading passages.
- Part 3 contains longer paragraphs. Students answer factual questions about the passage as well as another more complex question about the information in the paragraph.
- Part 4 contains paragraphs and short stories with progressively more difficult questions. There are four difficulty levels of questions for each reading passage:
- answer factual questions about the passage
- retell, give the main idea, or paraphrase the passage
- compare and contrast information, define a word, give an antonym or synonym for a word, describe something, or categorize the information in the passage
- make predictions or inferences about the passage or evaluate the information in the passage
Copyright © 2002
- 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).
No-Glamour Reading Basic 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. [Position Statement]. Available from www.asha.org/policy.html
National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved March 10, 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 March 10, 2009 from http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf