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Metacognition Quick Tip Reading Comprehension

Metacognition and Reading Comprehension

Teaching students to become active readers and monitor their comprehension is an important part of becoming a successful reader.

For many readers, the process of decoding is taxing and can interfere with comprehension. When students think about their thinking and pay attention to the story that is developing in their head as they read, they can more actively check their comprehension and seek help resolving any inconsistencies.

Teaching students to think about their thinking can take many forms.

  • Thinking routines (from Project Zero) can help make students’ thinking visible while they read. A thinking routine is a set of questions or a brief sequence of steps used to scaffold student thinking. These routines help make students’ learning processes visible, offering a way for them to make sense of what they read.
  • When students aren’t sure if they understand what they’ve read, you can offer them strategies such as rereading or leaving a sticky note in places where they have questions.
  • Use “turn-and-talk partners” to encourage peer collaboration and let students articulate and discuss their understanding of a text.

For more metacognitive strategies that can boost reading comprehension, check out these suggestions from the Landmark School Outreach Professional Development for Educators.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

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SMARTS Executive Function Curriculum: smarts-ef.org

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Reading Comprehension

Student Perspective: A Helpful Way to Boost Your Students’ Reading Skills

Offering creative reading challenges can help students develop a love of reading. This student-authored post is part of a series that highlights student perspectives around learning and executive function in the classroom. 

People often assume that students with learning differences, especially those with dyslexia, cannot understand high-level material; this is not true. I have found that reading above my grade level has helped build my vocabulary and expose me to ideas that I would not have otherwise encountered.  

Offer Students Choices

When reading at a high level, students should have a say in what they’re reading. When students are interested in what they’re reading, it gives them a reason to keep reading, even when it gets tricky. For me, assistive technology such as audiobooks was a big help, so it is important to remember that using those tools can benefit many students. 

Using upper-level reading material will be hard for some students, so it is important to keep in mind what students are currently reading. You can’t expect them to make too big a leap, like from reading The Cat in the Hat straight to Shakespeare. Also, remember not to put too much pressure on students when asking them to read high-level books. It’s an important exercise to have them do this, but it should be fun. 

Create a Relaxed Reading Environment

As a teacher, it’s essential to make sure that you’ve created a space where students feel comfortable coming to you if they have trouble with a passage or word. Parents can also help expose students to high-level reading by encouraging their children to read or listen to more books that might be a little bit out of their comfort range. By doing this, it will help them build up to more complex texts. 

The goal should be to boost students’ love of reading and expose them to higher-level material. It doesn’t necessarily have to be graded or be made unnecessarily complicated—no notes, no essays, no journaling, no book reports. Just let them read!

To read more student perspectives, check out the Real-Life Experiences with Remote Learning series. If you are interested in building your executive function toolkit, join us for the Executive Function Summer Summit (July 27th, July 29th, August 3rd, and August 5th) and the SMARTS Executive Function Summer Workshop (August 10th, August 12th, August 17th, and August 19th).

  • C. Solomon, Student Contributor

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org