chapters 10: scaffolding students comprehension of text

In chapter 10 we looked at methods in which to scaffold students’ reading comprehension. It describes the four frameworks of scaffolding and different procedures to promote higher-order thinking. The text explains the three factors- who is reading, what is being read, and why the reading is being done- as interconnected and important in planning every classroom reading experience. Students’ background knowledge is the most important aspect in understanding the text. The book states that we as teachers must “link new ideas, skills, and competencies to prior understanding.” In some areas we must do pre-teaching about topics students are unfamiliar with. We must find out what the student’s pre-existing knowledge of the topic is and expand upon that so they can make meaning of the text. Another important pre-reading activity would be going over any unfamiliar vocabulary that may be present in more challenging readings. After the readings the class should discuss the things they learned from the text including any new ideas or knowledge. 

The text states that when selecting reading material, we should think of it in terms of a unit rather than individual selections. The authors suggest organizing units by topic, genre, author, or theme. The idea of using selected readings in a unit is crucial to the idea that reading is not only meant for students to “skim the surface” of a topic but as the book states, “take students beyond the literal into a deep understanding of topics or themes.” (Graves, 282.) This chapter discussed how students need to read a variety of materials about different cultures, interests, genres, writing styles, and in a varying level of difficulty. It also explained how the lessons must be flexible and differentiated. I feel as though most teachers have a very difficult time differentiating lessons so students are either not being adequately challenged, or are falling behind in the lesson. The chapter explained how if a student is having difficulty with one of the more challenging readings, they need supplemental instruction, and activities that may help improve their fluency and comprehension. 

Whenever we read it is to gain something we want or need be it entertainment, information, knowledge, or for pleasure. One quote that stuck out to me from the reading was, “Reading is a conscious, deliberate act prompted by a plausible purpose.” (Guthrie&Anderson, 1999.) I enjoyed this quote because I know a lot of kids do not enjoy reading so explaining to them why they are reading something rather than going with the “because I said so” method may really improve their comprehension of the material. Having a purpose motivates a student to really understand what they are reading and could help them look for cues to mentally sort out the relevant from irrelevant information in the text. 

The chapter states that the four frameworks for scaffolding are Directed Reading Activity, Directed Reading-Thinking Activity, Scaffolded Reading Experience, and Guided Reading. My question would be, which of these methods is the most effective overall? If I had to guess I would probably say the Scaffolded Reading Experience because the text explained it contains aspects of both the directed reading activity and directed reading thinking activity and it can be used for reading at all levels.