Comprehension
Obviously the ultimate aim of reading is to gain an understanding of written text.
However, although it should be introduced from the very beginning, it must be totally controlled. In the initial stages there are three major skills:
1. learning letter sounds (NOT names)
2. learning to blend the known sounds into words
3. writing the known words into a meaningful phrase or sentence.
(At a later stage comes the blending of syllables.)
When the teacher takes control there are no unrealistic expectations of the students.
The teacher teaches, organises practise exercises and consolidates the learning over time.
Example is perhaps the easiest form of explanation.
At the very beginning stages the teacher introduces the sound 'mmm'. Next he/she introduces the sound 'aaa'. The two sounds are then blended into a word aaammm - am. The word 'I' is introduced. The student is then ready to form their first sentence.
I am
. (I am
happy.) The sentence begins with a capital
letter and ends with a full stop.
The student can make many similar sentences with different feelings, such as 'sad' 'cross' 'surprised' 'sorry' etc. These can be made into a book. The student has full control when reading this first little 'published' effort.
The sound 't' is then introduced. You will notice the sound can't be represented as 'ttt' - it cannot be drawn out. For this reason it is best to intoduce it at the end of words first. The student learns to blend 'aaat' 'at'. The student can then write ...
I am at
. (I am
at home / the park / Grandma's / the beach / dance
class.)
As the student is drawing the picture he/she is in control of what it conveys. The word 'I' and 'am' are consolidated, as is the full stop. Again the student can make a little book which they can 'read'.
The mind needs to be 100% sure of the accuracy of the reading before it is free to then concentrate on comprehension. At this stage of controlled reading the teacher needs to introduce one of the most powerful tools known to comprehension - visualising what you are reading about.
The teacher's cue may be something like "When you read that to me I can imagine a picture of you at the beach inside my head. Can you imagine that in your head too? You can? Is anyone else at the beach with you in the picture in your head? What kind of day is it? (you may have to prompt - rainy/hot?) What are you wearing? and so forth to simulate the student from the beginning to expand on their thinking. At this stage they will simply be verbalising their ideas; young children love the sort of attention such an interaction brings. Refrain from asking too many questions at this stage, two or three is enough. With more able students you may wish to ask an open-ended question, such as "Is there anything else you can imagine?"
In this fashion comprehension is built up alongside the alphabetic skills the student is learning. It is the teacher's job to structure and sequence this early learning. If the student misses out on this early controlled learning they may never recover without the need for later intervention.
Teach thoroughly, when you are confident the student can do the task, ask them to do it, then say 'Well done.' Success breeds more success.
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