Improving Reading Comprehension, Research Paper Example

The role of reading comprehension in a child can be enormous as educational goals are pursued. For children, adolescents, and even adults, improving one’s comprehension is a goal that can make one aware of promising results. From an improved ability to grasp material, to improvements in and outside of the classroom, it is difficult to underestimate the impact that reading comprehension can have on an individual. Indeed, improving reading comprehension should be at the forefront of every child’s education, due to its prominence and interrelationship with other educational activities, skills, and goals.

Building Blocks of Improved Reading Comprehension

Reading comprehension is not an item in which one can will him or herself to do better. It is quite easy to become frustrated in the process, which bodes from the perspective of the student, parent, and instructor (WETA, 2012). As this analysis will touch upon later, being aware of the difficulties can be a substantial help as well.

Identifying the objectives of reading comprehension can help one make the steps towards improvement. According to the WETA, children must be able to decode what is read, make connections between the readings and their own knowledge, and then think deeply with regard to the reading (2012). Placing stress on the last point, it is only natural to see the relevance of connections; that is, if one can decipher connections, conclusions, and realize what is important, then they are one step closer to reaching comprehension-based goals.

Sometimes a systematic, and even chronological, approach can be fitting. Based upon the needs and learning style of the individual, such methods can be suitable. For instance, pre-reading tasks can be very helpful, such as asking oneself what they know about the topic, in addition to carrying out specific research on the topic (Logsdon, 2012). After reading a selection, one can reflect on the material by asking questions and even by testing oneself to see how well the material was understood (2012).

It is also interesting to see the static and dynamic tools that can help a read increase his or her comprehension. Perhaps one of the most widely-seen recommendations is found in learning new vocabulary words (2012). This is certainly one area where knowledge can naturally lead to increased comprehension. Also, dynamic items can be regarded by the reader to improve the experience. For instance, asking oneself questions along the way to make sure the information was understood is often recommended (WETA, 2012). Teachers asking questions has become an incredibly common and accepted practice, in order to aid the reading process (Snow, 2002).

Relevancy of Metacognition and Similar Practices

When the processes that aid reading comprehension are taken a step further, the area of metacognition can come into play. In its simplest definition, metacognition can be considered to be ‘thinking about thinking.’ Thus, when a reader is aware of the processes by which he or she can improve in regards to reading comprehension, this metacognition can serve as a sort of ‘supreme’ goal in this light. The influence on direct reading comprehension is noticeable.

Research has confirmed this statement. A fairly recent study analyzed classroom reading comprehension using valid assessment and individualized metacomprehension (Allen & Hancock, 2008). The metacomprehension aspect of the study consisted of Woodcock-Johnson II cognitive abilities, which were correlated with reading comprehension questions that gauged learning, feedback, self-reflection, and comprehension questions (2008). The treatment group was measured alongside of two other groups. Aside from the treatment group, which used cognitive assessment, profile awareness, and metacognitive systematic inquiry, there was the cognitive assessment group which used only the first two assets, and then the control group which used only cognitive assessment (2008). Significantly higher comprehension on a valid state standardized reading test was found with the treatment group, though not on an informal reading inventory (2008).

Even on a basic level, it is easy to see how valuable metacognition can be. Stemming from basic practices that pose questions to readers, having a deeper awareness of what one is reading, how he or she is doing to improve one’s comprehension, and other items can play a significant role in overall comprehension. Having such a deep understanding can naturally be seen along the lines of increased reading comprehension, as research has demonstrated.

Pivotal Steps Towards Increased Reading Comprehension

It would be unreasonable to suggest that there aren’t tens, if not hundreds, of effective methods to increase reading comprehension. From an increased understanding of topics and vocabulary to well-placed questions and items with which to be aware, a reader has a wide repertoire of methods to improve. These all lead to ideas like metacognition, where in any respect, a higher awareness can lead to increased progress in regard to a goal.

The introduction of these methods into classrooms has certainly been seen over the years. It will be interesting to see how they progress in time. For instance, how can reading comprehension tests become individualized to a student – in elementary school or in preparation for a graduate entrance exam? For students both young and old, and those in and out of school, there is an underlying importance to comprehend what one reads. Increasing comprehension is a goal that can be met in many methods and with many tools, and ultimately, an understanding of how to best incorporate it to the individual.

References

Allen, K. D. and Hancock, T. E. (2008). Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition. Literacy Research and Instruction, 47(2), 124-39.

Logsdon, A. C. (2012). Tips to Improve Your Reading Comprehension. Retrieved from http://learningdisabilities.about.com/od/instructionalmaterials/tp/rdgcompretensn.htm

Snow, C. E. (2002). Reading for Understanding: Toward an R & D Program in Reading Comprehension. Santa Monica, CA: RAND.

WETA, Washington, D.C. Inc. (2012). Comprehension. Retrieved from http://www.readingrockets.org/helping/target/comprehension/