Reading Comprehension

Improving Reading Comprehension Through Dread

by | Jun 27, 2014 |

A father of a sweet 11-year-old girl came in to have her child evaluated this week.  By impression and observations, the girl, Katie, was on the innocent side of life.  She was still in the “Hello Kitty” phase, which was nice to see, given how fast and advanced many kids are that I meet at her age.

Before we started the evaluation, the dad handed me a recent story that the child had to read and answer comprehension questions. In an incredulous tone, the dad said, “Here you go, Doc, let’s see what you make of this one.”

The story was a nonfiction piece called, “Terrorists are Big Bullies,” from edHelper.com.  A comparison between bullying behavior and terrorism was the theme of the selection.

Here’s a quote from the story:

“Terrorists spread out and cover a wide area. They are sneaky. They use the media (radio, TV, Internet) to burst into our homes and businesses. They can threaten a whole nation with a beat down, not just a few students in a single school.

Terrorists are big bullies. They use threats and violence to get what they want. Terrorists aren’t after our lunch money; they want something bigger. It may be a change in how a country is ruled. It may be a change of law. It may be freedom for their friends who have been arrested. Whatever the causes they believe that violence will solve the problem. Innocent adults and children are hurt and even killed by terrorists and the terrorists aren’t sorry.”

To make sure the child comprehended the selection (and I presume to make sure she got the message), here were some of the multiple-choice items:

1.       A bully is to a terrorist as a firecracker is to a ________

A.    nation

B.     firework

C.     bomb

D.    threat

2.      Which one of these is NOT mentioned as a way terrorists enter our homes?

A.    front door

B.     TV

C.     internet

D.    radio

3.      Which one of these could be a weapon of mass destruction?

A.    poison gas

B.     knife

C.     pistol

D.    cell phone

4.      Even under a terrorist attack, we can try to enjoy __________

A.    life

B.     nap time

C.     video games

D.    dessert

Wow!!!!  My breath is taken away.

I can’t imagine how this could improve a child’s reading comprehension. From where I sit, the only gain would be an increase in personal terror, dread and fear in the child.

Whatever happened to the concept of developmental appropriateness (not that I can come up with the appropriate age on this one)?

Well, I guess it’s a boon to the psychiatry business.

“Hmmm, Let me think about it:” An Underpinning of Reading Comprehension

by | Jun 21, 2014 |

"Why do you think that?" To answer inferential questions, children need to learn to use their internal voice.

So, your child is reasonably down the road with the skills of decoding and reading fluency. The next stage emphasis is typically focused on comprehension, and one of the underpinning skills of reading comprehension is the ability to apply the skill of “Hmm, let me think about it.”

What does this skill mean?

To solve a problem or answer an inferential question, you often need to stop, consider and go,  “Hmm, let me think about it.”  Many kids lack this skill (or thought process), especially ones where the primary focus has been on decoding and reading fluency.

This thought process can appear when engaged with reading or non-reading type of activities.

Inferential comprehension strategies/games

For example, using a non-reading example on the cognitive task called “Block Design,” children match blocks to a complex spatial/visual pattern. To arrive at a solution, the child would have to apply reasoning. There would be a connection between the internal voice in the mind of the child and the action that leads to a solution. The solution may not be immediately apparent. To solve the problem the child needs to consider, reflect and think about it.

If a child is not effective in using the internal voice that says, “Hmm, let me think about it,” he may reach a quick conclusion that he can’t do it. Effectively, what happens is the child quickly gives up or answers, “I don’t know.”

I see this all the time, this early quitting on a task.

Do not assume that this voice will be there naturally as part of the child’s repertoire. Children to whom this type of thinking does not come naturally need to be encouraged so they can practice the skill.

To help develop this internal voice and skill you may want to watch for signs of this voice being applied in real-life situations. For example, let’s say your child faces a problem between him and a friend that is not readily solved. There is a conflict with no easy solutions.

Pushing the use of the problem-solving voice encourages problem-solving. You may say something like, “Well, there isn’t an immediate solution to your problem, but what might you try to do to solve it?” Such a process shows the child that there isn’t an easy answer. However, by considering and reasoning, he may arrive at a solution.

Why do you think that…?”

With reading comprehension, seek ways of asking questions that don’t have easy answer and that encourages the child to read between the lines. Ask questions that start with, “Why do you think that…?” (“Why do you think that the settlers left the village?”)

A child who struggle with this type of thought process may quickly respond, “I don’t know-it doesn’t say.”

You could continue, “Well what are the clues? What evidence is there that helps us understand?”

It is this type of back-and-fourth dialogue that helps develop the child’s thinking and increase their, “Hmm, let me think about it” voice. This is an underpinning to the success of reading comprehension.

 

Adapted from “School Struggles,” Richard Selznick, Ph.D. (2012, Sentient Publications

 

 

“Vocabulary Instruction Failing U.S. Students”

by | Nov 15, 2013 |

An article in “Science Daily” caught my eye recently adding to my ever growing “G.I.” (Grumpiness Index). The headline said, “Vocabulary Instruction Failing U.S. Students, Experts Say.”

As noted:

Vocabulary instruction in the early years is not challenging enough to prepare students for long-term reading comprehension, argues a study led by a Michigan State University education researcher.

“‘Vocabulary instruction does not seem to have an important enough role in the curricula given how substantial it is for kids’ long-term academic success'” stated Tanya Wright MSU assistant professor of teacher education (Science Daily: www.sciencedaily.com).

The remainder of the article in Science Daily stated that low-income children may start school with 10,000 fewer words than other students and are then exposed to reading programs that teach as few two vocabulary words per week.

My Grumpiness Index is rising because this is article is right on the money. I see its effects every day with the kids that I evaluate or within school situations with whom I consult. More and more, children are routinely given deadening worksheets that do not enhance their understanding of the language one iota. These exercises tend to do nothing but produce a bunch of children totally failing a class. Yet, we seem to believe in giving children very difficult text material that they can’t handle and frequently test “higher-order thinking skills” repeatedly and wonder why their comprehension is not adequate.

From my vantage point from the parade of struggling children seen, there is very little joy of language or literature being conveyed in the work that I preview. This is especially true of the children who have reading disabilities (dyslexia), who effectively have one channel of language cut off or drastically reduced based on their challenges in managing the text.

Approximately 15 years or ago, The National Reading Panel noted vocabulary as one of the five major branches needed for successful readers (see: www.nationalreadingpanel.org). Within that report, there was much credible research reviewed by the panel emphasizing the need for good vocabulary instruction. However, in the very short term view of what constitutes “evidence-based instruction” the NRP report is in the “way back machine,” largely forgotten and very rarely cited (even though the work was not done all that long ago). All of us should go back to the NRP report and revisit the findings on vocbulary instruction.

Yes, I feel the G.I. rising.

The Trouble With “Comprehension”

by | Feb 8, 2013 |

“Comprehension” is a word that is tossed around freely in educational and psychological circles.

         “If James paid attention more, he would comprehend better.”

 “It doesn’t matter if Eve doesn’t read all the words accurately, as long as   she is comprehending.”

“We are working on Jack’s higher order comprehension skills.”  (Jack is six.)

The fact of the matter is “comprehension,” the ability to understand and respond to text and spoken language, is affected by a myriad of factors. 

Let’s look at a few:

An Impulsive Style:  George is an “act-first think-later” type of 7 year old.  When given reading comprehension worksheets, George takes great satisfaction in being the first one done.  The fact that the child next to him is getting many more right than George, doesn’t register with him.  Hey, he beat that kid.  There’s good satisfaction in being the first one done, thinks George to himself as his teacher frowns at him.

Weak Word Awareness:  Marnie, age 9, has trouble with shades of meaning.  For example, she explains a “castle” as a “kind of house.”  When asked comprehension questions, she answers them with a literalness that shows she has trouble understanding.

A Weak “Hmmm, let me think about it,” Internal Voice:  Max, age 9, is great with factual questions, but when it comes to answering questions (not just with reading) requiring considering (thinking) before answering (e.g., most “Why” questions), he has trouble with these questions.  In other words, he has trouble with questions that require him to say, “hmmm, let me think about it.”  These usually occur when he has to infer or “read between the lines."

Decoding Problems & Strained Reading.  If reading is a laborious task and the reading is strained, than the mental effort for comprehension is greatly reduced.  Beth, age 8 can’t read large words accurately.  The problem is her teacher doesn’t know this since she believes that children should only read silently.  While Beth reads to herself she just skips the tough words and her comprehension suffers.

Weak Fund of Knowledge.  Background knowledge and word awareness are two extremely important sub-ingredients that aid comprehension.  Reading is an interactive process taking place between your brain and the ideas on the page.  The process is not one-directional as some people assume (page to brain).  Caleb, age 10, knows nothing about the Revolutionary War, so when he is asked to read a story about the war, he has trouble understanding and retaining the concepts.

Test/Text Format.  Too often I hear that the child has a “comprehension problem” when it is clear the child had trouble with the format of the text.  David, age 12, a boy I recently met had no trouble whatsoever understanding what he read, however he had lots of trouble answering questions on a worksheet that required writing full sentences to show his comprehension. Writing is not the only way to show “comprehension.”

 

Take Away Point:

Comprehension issues are complex.  These six points are just a few.  There are many more. You need to try and narrow down what is producing the “comprehension difficulty,” before assuming the child has trouble with comprehension.

The Problem-Solving Voice: Is it too quiet?

by | Oct 26, 2012 | ,

Those of you who have read my stuff or know of the work that I’ve done with kids over the years,  know I can be a bit “decoding obsessed.”  This is primarily because I have witnessed the legions of struggling decoders (usually dyslexics) who find school to be extremely challenging as a result of their ongoing decoding and reading fluency issues. 

Other Side of Coin

There is another side of the coin, though, and these are kids who have trouble with problems solving, which is a whole other branch of the tree.   My observation is that when these kids have a novel problems to solve (classic example would be mathematic word problems), they lack an effective internal voice to guide them and say, “Hmm, let me think about it,” to weigh and consider how to approach a solution to the problem or way to answer a question.

Take young Angel,  age 9, who is a pretty good problem solver.  For example, when you put puzzle pieces down to make something he doesn’t rush in to the task or throw his hands up too quickly stating “I can’t do this.”  No, Angel, looks it over, considers, weighs options, and says to himself, “Hmm, let me think about it,” and then proceeds ahead, one small part or step at a time. 

 In contrast, is Anna, who is same age and grade as Angel.  Anna is fragile when it comes to problem-solving.  Anxiety kicks in almost immediately when asked to solve a novel problem.  The slightest difficulty and she wants to bolt from the task.  There is little to no internal voice (or at least one that she hears) guiding her to evaluate and problem solve.

Anna’s difficulty also affects her reading comprehension.  While she can answer fairly straight-forward factual type of questions,  when it comes to questions that involve reading between the lines (inferences) or forming conclusions, she shrugs quickly, stating “I don’t know.” 

ADHD style kids also have great difficulty with this problems solving component of school, as their overly impulsive nature does not easily lend itself to problems solving.

There is no immediate fix or simple solution to this issue. However, in the hands of a good teacher (tutor), that person can encourage the problem-solving voice with a lot of guided practice.  By asking good questions that help steer the child toward problem solving, the child improves over time.  They learn to work through challenges.

Takeaway Point

If your child is not oriented toward utilizing the “Hmm, let me see voice,” encourage it along.   When the child immediately says, “I don’t know,” nudge a little.   You might say, “Look. I know you are not sure, but how about if you think about it a bit and then take a guess.  There may not be an exact right or wrong answer.”

Not Into Cats: The Variables of Comprehension Testing

by | Jun 14, 2012 |

In the last few posts we have been exploring different aspects of assessment.  With “NJASK: Don’t Ask” we discussed “Standardized Test Stress Disorder” and with “Assessing Comprehension: Know the Limitations” it was emphasized that each type of reading test may have different results because of the format or style of the test.

Staying on the comprehension assessment theme, it brings me back to my days as a young graduate assistant in the Temple University Reading Clinic.  I remember bringing data to my mentor Dr. Rosner.

Somewhat like Mickey Mouse approaching the Wizard in Fantasia, I asked Dr. Rosner about the results on the comprehension section of an informal reading inventory.

“Gee, Dr. Rosner,” I said in a squeaky Mickey voice.  “How can it be that the kid I tested got 30%  correct on the third grade selection (a passage about caring for cats), but got 100% on the fourth grade level selection (a story about a skunk family)?  How do you explain him doing better on the harder fourth grade level selection?”

Dr. Rosner shot me the wizard glare and in a booming deep voice, “WELL, MR. SELZNICK, PERHAPS HE’S JUST NOT THAT INTO CATS!!!!!!!!!!!!!”

“Ooh, sorry, Mr. Wizard, I mean Dr. Rosner,” as I slid out of his office with my little test results, trying to make sense of the data.

From that time forward I have seen many kids bomb out on “”comprehension” items for a whole host of reasons, some of which include, “just not that into cats.” 

Testing data is a snapshot in time.  That’s it.  The better tests have good predictive power and offer a roadmap as to where the kid is in a moment in time and what he/she needs next.  Much depends on the purpose for giving the test in the first place, as to what one should do with the data.

Takeaway Point: 

Tests have limitations and scores must be looked at cautiously. “Comprehension” is not easy to test or to get right no matter what anyone tells you in the field. 

Maybe he’s just not into cats.

 

Assessing Comprehension: Know the Limitations

by | Jun 8, 2012 |

Probably the major reason parents seek an assessment for a child centers around concern with reading or reading development.  Teachers and special education teams will talk about “comprehension” as if there is a standard agreed upon way to measure comprehension. 

There isn’t.

There are many different measure that assess reading comprehension under very different conditions.  Your child may show "comprehension" under one condition, but not in another.  All measures of reading have their own inherent strengths and weaknesses. 

Let’s take the Woodcock-Johnson,  one of the “gold standard” tests used for special education assessment.

Here’s how comprehension is measured on the W-J.  The child reads a sentence or two to himself/herself.  There will be one word missing from the sentence.  In order to demonstrate comprehension, the child needs to come up with the word.

Here’s an example:  “The boy was upset after he missed the three point _______ in the basketball game.”

The reading samples start at the lowest grade levels and extend beyond high school.  The format remains the same throughout.

Understand this, each measure of reading, even the “gold standard ones,” have their limitations.

Let’s say the child is a middle school child who has trouble understanding long extended and dense text material.  The same child also has trouble reading such material under timed conditions.

Since the Woodcock comprehension measure does not involve extended reading, that is one example of a limitation.  Also, there is no timed aspect to assessing comprehension on the W-J.  Yet, the Woodcock is one of the measures used in determining time accommodations.

Take away point – each measure of reading, even ones that are the commonly ones used in special education, have inherent limitations.

Don’t be afraid to ask your evaluation team about the tests they use and their inherent strengths and limitations.

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