Scaffolding Reading Comprehension to Deepen Understanding of Text
Date
2018-04-18
Authors
Lovsund, Cherie
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Abstract
Students are required to process large amounts of text, and they must be prepared to understand and evaluate text to gain meaning about the world around them. Reading comprehension is an essential component of the reading process, and the empirical research surrounding the topic of comprehension suggests that there is a need to examine reading comprehension pedagogy. Whereas research supports the need to examine the ways in which students process text, there is debate about how well our teachers are scaffolding comprehension skills and strategies. The literature surrounding the topic of scaffolding reading comprehension encourages teachers to access a wide repertoire of strategies and skills to differentiate reading comprehension instruction and then assess the learning of individuals. Another topic that is widely researched is the relationship between reading processes, with specific focus on how vocabulary development, reading fluency, word decoding, and language comprehension affect the understanding of text. When children begin their educational journey, teachers often focus on word decoding, and reading fluency. In this literature review, I will review the research to determine the value of facilitating reading comprehension instruction in early years education, to examine the most effective strategies to support deep learning of text and to discuss the implications of scaffolding reading comprehension strategies. I will also examine the impact of formative assessment techniques designed to promote growth in comprehension.
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reading comprehension, scaffolding, content-based reading, peer tutoring, assessment of reading, reading strategies, teacher expertise