And why does it matter?

(taken from "Teaching comprehension strategies" NSW Curriculum support) 

 

When learners comprehend, they interpret, integrate, critique, infer, analyse, connect and evaluate ideas in texts. They negotiate multiple meanings not only in their heads but in the minds of others. When comprehending, learners strive to process text beyond word-level to get to the big picture. When comprehension is successful, learners are left with a sense of satisfaction from having understood the meaning of a text.

 

There are many ways that students demonstrate their understandings of texts. They locate and recall information, draw on the knowledge of text structures and text organisers, write short reflective responses, complete multiple choice questions, think deeply and express ideas verbally, complete descriptions, recognise causal relationships, make logical connections, interpret graphics and images and identify multiple points of view and specific details.

 

Learners who struggle with comprehension possess inefficient strategies and use them inflexibly. They are usually unaware of what good comprehenders do and need to be shown how and when to apply a small repertoire of comprehension strategies. Providing students with explicit instruction in comprehension strategies can be an effective way to help them overcome difficulties in understanding texts (Graham & Bellert, 2004). The more explicit the comprehension strategy and self-regulatory instruction, the higher the likelihood that the learner will make significant gains in comprehension (Manset-Williamson & Nelson, 2005). As learners become more competent and confident of their comprehension, the less support they require from the teacher (Duke & Pearson, 2002).