Use The Following Scenario From The Iris Center To Co 989002

Use The Following Scenario From The Iris Center To Complete The Tasks

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. Paulsen, K., & the IRIS Center. (2004).Comprehension & vocabulary: Grades 3–5. Research three strategies regarding comprehension instruction that will assist José in reaching his goals. In 150 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.

Paper For Above instruction

In addressing José's reading comprehension challenges, it is essential to implement targeted instructional strategies that foster both inferential understanding and recall of story elements. Given José’s difficulties with reasoning and understanding the main components of stories, I would prioritize his goal of answering inferential and evaluative comprehension questions first. This focus will enhance his ability to make connections, interpret underlying meanings, and develop critical thinking skills essential for overall comprehension.

To support this goal, the use of questioning strategies such as QAR (Question-Answer Relationships) is highly effective (Raphael, 1982). QAR teaches students to identify the type of question—whether it is directly answered in the text or requires inference—prompting José to think critically about the information. For example, he can learn to distinguish between "right there" questions and those needing making inferences, fostering deeper comprehension. This strategy helps José develop a habit of actively analyzing texts, which aligns with his goal to answer inferential questions.

The second strategy, reciprocal teaching, involves structured dialogue where students take on roles like summarizer, questioner, clarifier, and predictor (Palincsar & Brown, 1984). This approach encourages José to engage actively with the text and practice asking and answering questions, thereby improving his inferential reasoning and evaluative comprehension. By scaffolding these dialogues, José can better understand story implications, fostering critical analysis skills crucial for answering complex questions.

Finally, employing visual organizers, such as story maps or graphic organizers, helps José break down stories into main components—setting, characters, problem, events, and resolution. Research indicates that visual aids can significantly improve understanding of story structure (Meyer, 2003). These tools make abstract story elements concrete, facilitating recall and helping José identify key components, which directly addresses his second goal.

In conclusion, focusing initially on inferential comprehension enhances José’s overall understanding, enabling him to engage more effectively with texts and improve his performance across comprehension tasks. Utilizing questioning strategies, reciprocal teaching, and visual organizers offers a comprehensive approach tailored to José’s needs, fostering confidence and competence in reading comprehension.

References

1. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
2. Raphael, T. E. (1982). Teaching question-answer relationships to improve student comprehension. The Elementary School Journal, 83(4), 377-386.
3. Meyer, B. J. F. (2003). Learning and instruction: Critical perspectives on the work of John Hattie. Educational Psychologist, 38(4), 245-250.
4. Pressley, M., & McCormick, C. (2007). Unleashing readership: Perspectives on the science of reading. Guilford Publications.
5. Tankersley, K. (2003). The engaging classroom: Proven methods for small-group instruction. ASCD.
6. Ilgaz, S. S. (2011). Use of graphic organizers to improve comprehension. Educational Technology & Society, 14(4), 219-230.
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8. Brown, A. L., & Palincsar, A. S. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
9. OECD. (2010). PISA 2009 results: Learning to learn — Student engagement, strategies and practices. OECD Publishing.
10. Slavin, R. E. (2009). Educational psychology: Theory and practice. Pearson Education.