ستراتيجية تدريس القراءة

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Teaching Reading Comprehension Strategy

Reading comprehension is an interactive process between the writer and
reader, with the expression and reception of meaning as the primary goal
of both parties. A writer expresses his or her thoughts, ideas and
feelings via the written word, and hopefully, this writing effectively
expresses this intended message to a potential audience (i.e., a
reader). The readers should actively think about what they are reading
prior to, during and after the act of reading. A reader's understanding
of this reading will be affected by the comprehension strategies they
are utilizing, their background knowledge and experiences with the topic
of the passage being read, and a reader's interest in this topic. A
teacher can provide students with a variety of reading materials,
utilize a variety of reader response activities, and provide both the
time to read as well as some motivational readiness activities, and
still some students will not read beyond a most basis level of
understanding. These are the students for whom the technique of
comprehension strategy lessons is intended. Effective readers read with
understanding, and need to be challenged and provided with feedback.
However, effective readers do not need specific direct-instructional
lessons aimed at helping them become strategic readers, since they are
already utilizing effective comprehension strategies.
Comprehension strategies are tactics or procedures which effective
readers utilize to interact with written text, and to understand this
writing on a literal, inferential, critical and creative level.
Effective readers employ such strategies automatically prior to reading,
as they read and once they have finished reading. This automaticity is
critical if students are to progress to a higher level of comprehension
(e.g., inferential, critical and creative). Effective readers understand
the dynamics of the comprehension process (e.g., word identification,
background knowledge and experience, interest and purpose in/for
reading).
Comprehension strategy lessons occur within three time frames in an
instructional frame of reference. Teachers need to engage students in
the process of comprehension

Pre to, While and Post readings. At some point, a student needs to be
able to utilize these strategies effectively on his/her own, These three
time frames, along with certain of the goals within each of the
guidelines, are as follows:

Pre- Reading -- Prior to reading

A teacher needs to introduce a process model of the strategy, and
demonstrate how/when/why this strategy should be utilized by a student. A
teacher might also decide to include specific background knowledge or
experiences, as well as any critical vocabulary or concepts, which would
help a reader fulfill his/her task of reading for meaning during the
next time frame. Prior to reading, a teacher might provide an overall
purpose for a student's reading, as well as specific advance organizers
(AOs) to guide the initial silent reading.

While- Reading

A teacher should monitor the silent reading of the students, providing
assistance only when requested by a particular student. Monitor for over
signs of frustration, enjoyment, and on/off-task behaviours.

Post- Reading

A comprehension check is undertaken here, utilizing the overall purpose
and AOs as the initial discussion starters. The teacher needs to utilize
on-going questioning to try and elicit additional responses from the
students. These questions are a way of probing for a deeper
understanding on the part of the reader. Follow-up activities (NOT
isolated worksheet activities) can be utilized now to encourage the
students to utilize their newly learned comprehension strategy, which
was introduced in the process model, initially utilized by the student
while reading, and now can be utilized again in a new and different
context.

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