Hempenstall (2016) makes reference to a major reading review where results demonstrated that the most effective way to teach key reading and comprehension skills, particularly when the students are struggling learners, is through explicit instruction. Scammaca et al. (2007) emphasised that adolescence is not too late to intervene for students struggling with reading, and interventions focusing on both word level and text level issues could be equally effective with the adolescent age group as it is with younger students. It is important to note that fluency, decoding and vocabulary are essential skills for successful comprehension and should be embedded within any reading program focusing on improving comprehension (Hempenstall, 2016).
Morrow (2014) identifies the following ten evidence-based practices for comprehensive literacy instruction:
Furthermore, Morrow (2014) identifies the importance of utilising multiple organisational formats to support all learners (i.e. flexible groupings), differentiating instruction to suit the needs of individual learners, and using aides such as graphic organisers to further help develop students vocabulary and comprehension skills.
Morrow (2014) identifies the following ten evidence-based practices for comprehensive literacy instruction:
- Integrate choice, collaboration and relevance into literacy tasks to motivate learners.
- Integrate scaffolded instruction in phonemic awareness, phonics, fluency, and vocabulary to support the development of deep comprehension.
- Provide students with opportunities to engage with texts from a range of genres.
- Support the reading of increasingly complex texts through the use of appropriately levelled texts.
- Provide opportunities to engage in close reading for deep comprehension.
- Embed literacy into all context areas for authentic purposes.
- Balance teacher- and student-led discussions to promote active engagement of students.
- Use formative and summative assessments that reflect the complex and dynamic nature of literacy.
- Provide time for self-selected reading and writing.
- Integrate technologies that link and expand concepts and modes of communication.
Furthermore, Morrow (2014) identifies the importance of utilising multiple organisational formats to support all learners (i.e. flexible groupings), differentiating instruction to suit the needs of individual learners, and using aides such as graphic organisers to further help develop students vocabulary and comprehension skills.
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