Literacy Response 2.3

Looking over both of my Literacy readings today as a comparative analysis, I've discovered two very different, yet similar articles I can use in my future teaching. Both Cooper and Routman use different approaches to teaching reading comprehension.

Routman's chapter titled, "Teach Comprehension" highlights a common missconception that students will automatically learn how to comprehend without illicit intruction on how to do so. I appreciate Routman's layout strategies. She beings by reminding the reader that we cannot forget to teach comprehension, and then smoothly transitions into how we can go about teaching using a variety of strategies. Some of these strategies were, writing to help recall, making connections to main ideas, self-monitoring, using notes, summarizing, grouped discussion of the reading, etc. Each strategy is positively mentioned in a few paragraphs.

Cooper's article, "How to teach strategies for constructing meaning" is similar in the fact that it lays out clear and easy to follow guidelines. I can also appreciate their articles format because it includes an easy to follow poster-style layout to help the reader (of any age level) understand how to go about constructing meaning. I even enjoy how Cooper makes the approach user friendly.

Both writer's use many of the same approaches but go about teaching them in different styles. Both use visualizing, connections, monitoring, and inferencing in their approach.

If we align these strategical approaches to that of the optimal learning model we see how important it is to not only teach comprehension but to also model how we ourselves as teacher use our own comprehension processes. Routman takes the time to explain the importance of modeling, and this approach more often than not allows students to see the benefits.

In my own observations, I have seen some guided practices used in writing personal stories. Kindergarteners are encouraged to write everyday about something they experienced. Through their writing we are teaching them to reread what is written in order to make sense of the story. Because K is still at the beginning stages of reading for comprehension, they are still just learning how to read. I think that even when students are reading their own writing they are using re-reading strategies that will be invaluable for life. They are able to take more time to focus in on their ideas and construct them in a way that is understandable for the entire class.

I believe what is most important to note is the issue that Routman addressed, one that I hadn't really thought about. We must teach comprehension before we can test our students on their understanding.