Teach the reading comprehension skills good readers use! Students become purposeful, active readers as they develop six research-based reading comprehension skills.
- Learn to detect the main idea, identify details, and think about vocabulary and semantics of reading passages
- Develop specific reading comprehension skills
Each book in this research-based set has 11 reading lessons with three levels of controlled readability: 2.0-2.9, 3.0-3.9, and 4.0-4.9. Each lesson consists of a one-page, illustrated reading passage and two pages of these reading comprehension tasks:
- questions to detect the main idea and identify details
- questions about vocabulary and semantics
- questions targeting the comprehension skill for each book
- formulate a question related to the story topic
- a writing activity
The reading comprehension questions are similar to those found on classroom and national reading comprehension tests. Questions challenge students to think about the reading passage and use reasoning skills. Most of the questions are multiple-choice with some true/false and oral response questions.
Each book targets a specific reading comprehension skill. The books may be purchased as a 6-book set or individually. The 6-book set consists of:
Spotlight on Reading Comprehension Characters and Actions
Studying characters and their actions helps students comprehend the story.
Spotlight on Reading Comprehension Comparing and Contrasting
Students compare and contrast information in reading passages and grasp the meaning of what they read.
Spotlight on Reading Comprehension Figurative Language and Exclusion
Well-thought out questions help students understand figurative language and exclusion in reading passages.
Spotlight on Reading Comprehension Making Inferences and Drawing Conclusions
Comprehension questions challenge students to think about what they read and look for hints in the reading passage.
Spotlight on Reading Comprehension Paraphrasing and Summarizing
Students summarize what they read and tell the story in their own words.
Spotlight on Reading Comprehension Sequencing and Problem Solving
Identifying the components and order of events in a story helps students comprehend the stories. Questions for problem-solving give students a deeper understanding of the stories.
Copyright © 2005
- Speech-language pathologists play a direct role in the development of literacy for children with communication disorders (ASHA, 2001).
- Instruction of text comprehension can help children become independent, self-regulated, thinking readers (NRP, 2000).
- 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).
- Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, text engagement, and metacognitive thinking (Borné, Cox, Hartgering, & Pratt, 2005).
- Summarization is a skill that helps students identify main ideas, generalize what they've read, and recall information needed to answer comprehension questions (NRP, 2000).
Spotlight on 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 [Position Statement]. Retrieved August 7, 2009, from www.asha.org/policy
Borné, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.
National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved August 7, 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 August 7, 2009, from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf