Teaching reading comprehension strategies to different learners
According to Konza (2011), comprehension can occur at different levels. This depends on both the skill of the reader and also the nature of the text. He notes that there are three broad levels of comprehension that a text can be categorised into. They are the Independent Level, the Instructional Level, and the Frustration Level.
Independent Level
At this level the reader is able to read about all of the text fluently, with only about 1 in 20 words being difficult to read. Different students will have different independent levels which means that the texts they are reading need to be at a level that would allow them to read independently. At this level, students should be able to use different strategies independently. If students are reading at this level, it is good for them to be reading books and texts that are still somewhat challenging but also of interest to them.
Instructional Level
At this level the reader will find the text challenging but will be able to manage this with support. Around 1 in 10 words will be difficult or challenging for the reader. Support for this reader is very important as they come into contact with more sophisticated vocabulary, content and sentence structure. With the right support and strategies, the reader will be able to embrace these challenges.
Frustration Level
At this level the reader will be having much difficulty and will most likely find reading this text frustrating. More than 1 in 10 words will be difficult for the reader and as students struggle with word recognition, other aspects such as content and sentence structure will be difficult to focus on and comprehend. Konza stresses that students should never be asked to read at this level but that this tends to happen when students struggle with basic comprehension skills. Konza suggests that one way to helping these students continue developing their comprehension is to read aloud to them, because they are much more likely to comprehend this. However, students at this level need extra support (possibly from a teacher's aid) and need to continue developing their comprehension strategies and skills.
Different ways of learning
As we already know from Howard Gardner's theory of multiple intelligences, people learn in different ways. As such there are many different forms of learning according to Gardner. These include:
- bodily/kinaesthetic
- logical/mathematical
- musical/rhythmic
- verbal/linguistic
- visual/spatial
- intrapersonal
- interpersonal
Gardner's theory in itself suggests that some students will be able to comprehend certain texts more effectively than others. Each reader's reading comprehension will most likely depend upon the comprehension strategies they are using and whether or not they have mastered basic comprehension skills. This is why this website has identified a range of different comprehension strategies that could be used for different types of learners. For example, a reader who is more of a visual/spatial learner may benefit more from drawing illustrations of scenes from a text than a reader who is more of a verbal/linguistic learner.
Independent Level
At this level the reader is able to read about all of the text fluently, with only about 1 in 20 words being difficult to read. Different students will have different independent levels which means that the texts they are reading need to be at a level that would allow them to read independently. At this level, students should be able to use different strategies independently. If students are reading at this level, it is good for them to be reading books and texts that are still somewhat challenging but also of interest to them.
Instructional Level
At this level the reader will find the text challenging but will be able to manage this with support. Around 1 in 10 words will be difficult or challenging for the reader. Support for this reader is very important as they come into contact with more sophisticated vocabulary, content and sentence structure. With the right support and strategies, the reader will be able to embrace these challenges.
Frustration Level
At this level the reader will be having much difficulty and will most likely find reading this text frustrating. More than 1 in 10 words will be difficult for the reader and as students struggle with word recognition, other aspects such as content and sentence structure will be difficult to focus on and comprehend. Konza stresses that students should never be asked to read at this level but that this tends to happen when students struggle with basic comprehension skills. Konza suggests that one way to helping these students continue developing their comprehension is to read aloud to them, because they are much more likely to comprehend this. However, students at this level need extra support (possibly from a teacher's aid) and need to continue developing their comprehension strategies and skills.
Different ways of learning
As we already know from Howard Gardner's theory of multiple intelligences, people learn in different ways. As such there are many different forms of learning according to Gardner. These include:
- bodily/kinaesthetic
- logical/mathematical
- musical/rhythmic
- verbal/linguistic
- visual/spatial
- intrapersonal
- interpersonal
Gardner's theory in itself suggests that some students will be able to comprehend certain texts more effectively than others. Each reader's reading comprehension will most likely depend upon the comprehension strategies they are using and whether or not they have mastered basic comprehension skills. This is why this website has identified a range of different comprehension strategies that could be used for different types of learners. For example, a reader who is more of a visual/spatial learner may benefit more from drawing illustrations of scenes from a text than a reader who is more of a verbal/linguistic learner.