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Reading with Meaning
What is the purpose of reading, if not to understand or comprehend what you read? Although this skill may seem obvious, for many children reading is just a frustrating, pointless exercise of reading words.
There is a perception that if a child reads fluently, the child is a ‘good reader’ and understands what he or she is reading. A struggling reader is easily identified in the Foundation Phase and the necessary remedial steps are followed to help the learner eventually read fluently.
The perceived ‘good readers’ who do not understand what they are reading, are not that easily identified. Comprehension issues usually only surface when the learner is required to complete assessments. The lack of comprehension skills may influence the learner across all subjects,
not just in languages – all the more reason to identify and help these learners as quickly as possible.
What makes a ‘good reader’?
Researchers who studied the comprehension processes involved in reading, started their research by studying the habits of ‘good readers’. Their studies came to a valuable conclusion:
- Good readers are active readers
Learners who comprehend what they read, think about what they are about to read before opening the book. They also reflect on what they have read afterwards.
- Comprehension is a long word
To really understand what you are reading, you need to be able to make inferences, have background knowledge, be able to determine what is important, etc.
- Comprehension skills can be taught to anyone
If the correct skills are taught and practised, anyone can be a ‘good reader’.
How to support a struggling reader
- Speak better = read better
Learners who battle to comprehend text often have a limited vocabulary and general understanding of grammar and language usage. This can usually be detected in their spoken language. These learners will benefit from first addressing these issues in the spoken language and then moving on to written texts.
- Vocab gets the vote
If a learner’s vocabulary is limited, comprehension of a text is directly influenced. You can increase your vocabulary by introducing new words and their meanings in different ways. Learners should also be taught to use context clues to find the meaning of words they do not know the meaning of.
For example:
It was Mary’s first day at the new school, teaching Grade 5 English. She soon realised that this job will involve far more than just teaching. The headmaster inundated
her with other tasks like managing the school’s social media, organising the Parent Association and coaching the u/11 Netball team. She was exhausted when she eventually went home that evening.
The best definition for the word “ inundate
" is:
1. overload
2. provide
3. assault
4. underwhelm
By substituting the given options for the word inundate
, in context, it becomes evident that the best definition would be ‘overload’.
- Stop and think!
Comprehension requires understanding which goes hand-in-hand with cognitive skills like using prior knowledge to understand a text; developing questions while reading; picturing scenes in the text; making predictions about what will happen next, etc. Develop these skills during reading, by asking learners to stop after a paragraph and think about what they have read.
If a child does not master the skill of reading with meaning, the effect will be visible in all their subjects and affect their future academic performance. Invest time now to ensure that your child really understands what he or she is reading by practising the skills that make a good reader.
Sources
:
Core Six by Harvey F. Silver, R. Thomas Dewing and Matthew J. Perini
http://www.ascd.org/publications/books/113007/chapters/Reading-for-Meaning.aspx
https://www.readingrockets.org/article/what-research-tells-us-about-reading-comprehension-and-comprehension-instruction
https://www.edutopia.org/article/5-ways-support-students-who-struggle-reading-comprehension
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