Compelling Question
How can I develop students' comprehension when reading informational text?
Abstract
Before I entered into the NLGL program, I taught at a school in Durham County that always asked, "How can we improve our students reading levels?" This question usually came after we received our EOG scores and saw that once again the majority of our students were non-proficient readers, especially when it came to informational text. But, we could never determine why this was the case. We had consultants advising us on how to conduct guided reading groups. We were teaching and re-teaching strategies. We were doing all the things we thought were “right,” so why were our methods ineffective? The question forced me to reflect on my own students and my instruction. Why were my students unable to comprehend informational text? What could I do to help improve their comprehension?
Then, Common Core happened in North Carolina. Within, the past year I have been presented with the “challenge” of teaching informational text to my first graders because of the new Common Core implementation in North Carolina. Common Core heavily emphasizes students knowing how to read and comprehend informational text at every grade level. In addition, students are required to use informational text in order to create reports and projects. Once again I found myself asking, “How do I enhance students’ comprehension when reading informational text?”
Because of my courses in the New Literacies and Global Learning (NLGL) program at North Carolina State University, I am finally able to answer this daunting question I had while teaching in Durham. And I have conquered the “challenge” of teaching and using informational text with first graders. Through my inquiry process in the NLGL program, I have determined the key factors that help enhance students' comprehension when reading informational text: fluency, background knowledge, instruction, and exposure to text.
Then, Common Core happened in North Carolina. Within, the past year I have been presented with the “challenge” of teaching informational text to my first graders because of the new Common Core implementation in North Carolina. Common Core heavily emphasizes students knowing how to read and comprehend informational text at every grade level. In addition, students are required to use informational text in order to create reports and projects. Once again I found myself asking, “How do I enhance students’ comprehension when reading informational text?”
Because of my courses in the New Literacies and Global Learning (NLGL) program at North Carolina State University, I am finally able to answer this daunting question I had while teaching in Durham. And I have conquered the “challenge” of teaching and using informational text with first graders. Through my inquiry process in the NLGL program, I have determined the key factors that help enhance students' comprehension when reading informational text: fluency, background knowledge, instruction, and exposure to text.