1. PARENTS’ GUIDE TO READING
COMPREHENSION
by:
Tara Kociencki
Shannon Warr
Sarah Wilkes

2. OVERVIEW OF READING
What is reading?
 The process of decoding symbols for the intention of
gaining meaning from written language. It is also a
means of language acquisition , communication, and
sharing information and ideas.

3. OVERVIEW CONT…
5 Areas of Reading
 Alphabetic understanding – words are composed of
letters that represent sounds
 Phonological Processing – The ability to focus on and
manipulate phonemes (sounds) in spoken words.
 Fluency – The ability to translate letters to sounds
and sounds to words with speed, accuracy, and
expression
 Vocabulary – Knowledge of words and word
meanings in both oral and print language
 Text Comprehension - The ability to use prior
knowledge to build meaning from familiar and
unfamiliar texts.

4. TEXT COMPREHENSION
Two important components
1. Meta-cognition - this is the process of
thinking about thinking.
2. Generating questions…5 W’s (who,
what, when, where, and why)

5. ICEBREAKER
HTTP://WWW2.SCHOLASTIC.COM/BROWSE/ARTICLE.JSP?ID=37562
67
Directions:
1. Everyone will receive an article and an index
card with a question.
2. Your task is to find your other group members
(with the same question number), read the
article, and answer the question.
3. After answering your question, please find the
chart paper with your group’s question and
write the answer your group established.

6. WHY ASK
QUESTIONS?

7. THE IMPORTANCE OF ASKING QUESTIONS
AND HOW IT RELATES TO THINKING…
 Clarify meaning when confused.
 Wonder about what is happening and/or will happen
next
 Determine the author’s intent, style, content, and
format
 Locate a specific answer in text
 Consider questions that cannot be answered in the
text

8. TIME TO PRACTICE….
Ways to generate questions and think about a
story before reading…
 Ask yourself…..
 What clues do I get from the title?
 Is this a real or imaginary story?
 Why am I reading this?
 What do I already know about___?
 What predictions can I make?

9. QUESTION GENERATION
DURING READING
(MONITORING COMPREHENSION)
 What is this story about/main idea?
 Who are the characters in the story?
 What does the main character want?
 How will s/he get it?
 What do I understand from what I just read?
 What picture is the author painting in my head?
 Do I need to reread so that I understand?
 When and where do you think the story takes
place? Why do you think so? (look for evidence.)

10. DURING READING CONT…
Click or Clunk
Strategy students use to self-monitor their reading
comprehension during reading.
http://www.interventioncentral.org/images/
docs/reading%20check%20sheet.pdf

11. GENERATING QUESTIONS AND THINKING
ABOUT A STORY AFTER READING…
 What is the meaning of what I have read?
 Were my predictions right? Prove it?
 What connections can I make to the text?
 Could you come up with another good title for
this book?
 What if you could change the ending of this book,
what would it be?
 Are any of the main characters like you or like
somebody you know?

12. REFLECTING BACK…
 Now use what you have learned about meta-
cognition (thinking about thinking) and the
importance of generating questions before,
during, and after reading to…
1. Together with your group…
2. Reflect back to the article…
3. Generate questions…
4. Share out loud…