The differences between a good reader and a poor reader

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    Four Elements of Comprehension Comprehension is the process of understanding what is being read. There are four main elements of comprehension:

• Decoding: Decoding is the ability to recognize and sound out words.
• Vocabulary: Vocabulary is the knowledge of the meaning of words.
• Grammar: Grammar is the system of rules that governs how words are combined to form sentences.
• Higher-order thinking skills: Higher-order thinking skills include the ability to infer, draw conclusions, and evaluate information.

How CSR Addresses the Four Elements of Comprehension Collaborative Strategic Reading (CSR) is a research-based instructional approach that addresses all four elements of comprehension. CSR is a cooperative learning approach in which students work in small groups to read and discuss texts. Here are some specific ways that CSR addresses each element of comprehension:

• Decoding: CSR provides students with opportunities to practice decoding skills in a supportive environment. For example, students may take turns reading aloud to each other, or they may work together to decode difficult words.
• Vocabulary: CSR provides students with opportunities to learn new vocabulary words and to practice using them in context. For example, students may brainstorm a list of vocabulary words from the text, or they may create their own definitions for new words.
• Grammar: CSR provides students with opportunities to learn about and to practice grammar skills. For example, students may identify different types of sentences in the text, or they may use grammar skills to improve their own writing.
• Higher-order thinking skills: CSR provides students with opportunities to develop and to use higher-order thinking skills. For example, students may make inferences and draw conclusions from the text, or they may evaluate the information presented in the text.

Four Reading Strategies That Make Up CSR There are four main reading strategies that make up CSR:

• Predicting: Students predict what the text will be about based on the title, headings, and illustrations.
• Clarifying: Students clarify any parts of the text that they do not understand. They may do this by asking questions, rereading the text, or discussing it with their group members.
• Questioning: Students ask questions about the text before, during, and after reading. This helps them to stay engaged with the text and to think critically about what they are reading.
• Summarizing: Students summarize the main points of the text in their own words. This helps them to check their comprehension and to organize the information in their minds.

Which Five Roles Would I Select for the Groups? If I were a fifth-grade social studies teacher implementing CSR, I would select the following five roles for the groups:

• Discussion Leader: The discussion leader is responsible for leading the group discussion and ensuring that everyone has a chance to participate.
• Questioner: The questioner is responsible for asking questions about the text before, during, and after reading.
• Clarifier: The clarifier is responsible for clarifying any parts of the text that the group does not understand.
• Summarizer: The summarizer is responsible for summarizing the main points of the text at the end of the reading session.
• Word Wizard: The word wizard is responsible for looking up unknown words and sharing their definitions with the group.

I chose these five roles because they cover all four of the main reading strategies that make up CSR: predicting, clarifying, questioning, and summarizing. Two Methods of Teaching Group Roles There are two main methods of teaching group roles in CSR:

• Explicit instruction: In explicit instruction, the teacher directly teaches the students about the different roles and how to perform them. The teacher may model the different roles, provide students with practice opportunities, and give them feedback on their performance.
• Implicit instruction: In implicit instruction, the teacher introduces the group roles and then allows the students to learn them through practice. The teacher may provide students with some guidance, but they are expected to figure out the roles on their own.

Which Method Would I Use? If I were a fifth-grade social studies teacher implementing CSR, I would use a combination of explicit and implicit  

Sample Answer

 

Differences Between a Good Reader and a Poor Reader

Good readers are able to decode and comprehend text quickly and accurately. They have a strong understanding of vocabulary and grammar, and they can use this knowledge to interpret complex texts. Good readers also have a variety of strategies for dealing with difficult words and passages.

Poor readers, on the other hand, may struggle with decoding and comprehension. They may have difficulty with vocabulary and grammar, and they may not have a variety of strategies for dealing with difficult words and passages. Poor readers may also have difficulty making inferences and drawing conclusions from text.