Use The Following IRIS Center Scenario To Compare ✓ Solved

Use The Following Scenario From The IRIS Center To Comp

Use the following scenario from The IRIS Center to complete the tasks below: José is a new student in the fifth grade. It is April and this is the third school José has been in this year. José adapts well to change, has a positive attitude toward school, and appears to have made friends at his new school. José does well in math and enjoys science and social studies. In the area of reading, José is able to easily decode unfamiliar words and reads with good expression. However, in the area of comprehension, José has difficulty answering questions that require reasoning and total understanding of the story. José also has difficulty identifying the main components of a story. José’s teacher, Ms. Lundy, states that although he enjoys reading and does not seem to be frustrated, he will not ask for help when needed, thus his reading grade is beginning to suffer. Ms. Lundy has the following instructional goals for José: Given a reading passage on his instructional level, José will answer inferential and evaluative comprehension questions; Given a reading passage on his instructional level, José will recall the main story elements. Research three strategies regarding comprehension instruction that will assist José in reaching his goals. In words, decide which of José’s goals you would address first and explain why. For each goal, identify a strategy and explain why or how it will assist José in reaching his goals. Include three sources from your research in your essay to support your position.

Paper For Above Instructions

José's educational journey highlights the importance of tailored instructional strategies, particularly in his comprehension skills. As he navigates through his third school in a year, it becomes critical for educators to implement effective strategies that not only cater to his strengths but also address his specific challenges. In this paper, I will explore three strategies for enhancing comprehension instruction for José, focusing on a systematic approach to meet his educational goals.

Understanding José's Goals

The first goal for José is to answer inferential and evaluative comprehension questions after reading a passage. The second goal is for José to recall the main story elements from the reading material. Both goals are important; however, I propose prioritizing the second goal—recalling story elements—before moving on to answering inferential questions. This is because a strong foundational understanding of story structure will better equip José for more complex comprehension tasks.

Strategy 1: Story Mapping

One effective strategy to assist José in recalling main story elements is the use of story mapping. Story maps are graphical representations that help students organize the key components of a narrative, including characters, setting, plot, conflict, and resolution. By engaging with a visual tool like a story map, José can better identify and remember the essential elements of the stories he reads.

Research supports the efficacy of story mapping for improving comprehension among students (Meyer, 2003). This strategy not only helps in structuring thoughts but gives José a clear framework to visualize the story layout, making it easier to recall details. Additionally, the collaborative element of creating story maps in a group can encourage José to articulate his understanding and ask questions, thus reducing the likelihood of him hesitating to seek help.

Strategy 2: Think-Alouds

To help José with inferential and evaluative comprehension, the think-aloud strategy can be very beneficial. In this approach, teachers model the process of making inferences and evaluations while reading. For example, Ms. Lundy can read a passage and verbalize her thought process as she makes connections or draws conclusions from the text. This not only showcases the thinking involved in comprehension but demystifies the practice for José.

According to Pressley (2006), think-alouds can significantly help students develop their comprehension skills as they learn to articulate their reasoning and engage with the text more deeply. By implementing this strategy, José will begin to pick up on the nuances of complex texts, enabling him to formulate his own inferences and evaluations over time.

Strategy 3: Reciprocal Teaching

The final strategy I propose is reciprocal teaching, which promotes a collaborative learning environment where students take turns leading discussions about a reading passage. In this model, students learn four main strategies: summarizing, questioning, clarifying, and predicting. This process allows students to engage actively with the text and encourages peer support, which can motivate José to ask questions instead of remaining silent when he struggles.

Reciprocal teaching has shown positive results in improving reading comprehension for various student demographics (Palincsar & Brown, 1984). By participating in reciprocal teaching, José will develop a better understanding of how to approach complex texts and will also benefit from hearing his peers' interpretations of the material, enhancing his own comprehension skills.

Conclusion

In conclusion, addressing José's comprehension struggles through targeted strategies such as story mapping, think-alouds, and reciprocal teaching can significantly enhance his reading skills. While both of José’s goals are interconnected, prioritizing the recall of story elements lays the groundwork for more complex inferential thinking. By utilizing these strategies, Ms. Lundy can create an engaging and supportive environment that fosters José’s love for reading and helps him achieve his academic goals.

References

  • Meyer, B. J. F. (2003). Story mapping and the narrative structure. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 227-249). Routledge.
  • Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. Guilford Press.
  • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
  • Vaughn, S., & Linan-Thompson, S. (2004). Response to instruction as a means of identifying students with reading/learning disabilities. The Journal of Learning Disabilities, 37(4), 220-233.
  • McKeown, M. G., Beck, I. L., Omanson, R. C., & Pople, M. T. (1985). A vocabulary intervention for the poor comprehender. The Reading Teacher, 38(4), 333-336.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
  • Beck, I. L., & McKeown, M. G. (2007). Improving vocabulary and comprehension in educational settings. In R. G. Schwartz (Ed.), Handbook of reading research (Vol. 3, pp. 377-397). Routledge.
  • Snow, C. E. (2010). Academic language and the challenge of reading for learning in school. Understanding language: Linguistic discrimination and social justice. The Council of Chief State School Officers.
  • Gunning, T. G. (2010). Creating literacy instruction for all students. Pearson.
  • Tharp, R. G., & Gallimore, R. (1988). A theory of teaching as assisted performance. In A. L. Brown, R. R. Cocking, & R. L. Thorndike (Eds.), Analytical approaches to reading instruction. Lawrence Erlbaum Associates.