A student reading the words on a page in front of him does not entail he has comprehended what he has read. While a teacher is sitting with a student working line by line through a reading material, the teacher will find the student grappling with even simple questions about the read text. This is simply a demonstration of reading failure. A student cannot make sense of what he has read.
Being broadly educated can lead a child to full literacy. What teachers do is to make more time for reading instruction. This is what most policy makers suggest as well. This can be the most sensible solution to this problem. However, unlike other skills such as playing a sport or playing a musical instrument, reading skill and the student’s ability to comprehend what he reads has something to do with his background knowledge and vocabulary.
If this is the case, giving a student a kind of broad background is most advantageous. John King, a respected educator in the US Ministry of Education, pointed out in his speech that a background “that engages and intrigues kids, allowing them to discover interests in the arts and the sciences and world languages and so much else.” is very crucial. He also stressed out that a rich and varied education is critical in building a reader.
The credibility of reading seemed to be verging off the cliff. Thereby, reiterating its value and importance is a serious matter. Children seem to read but not “get” what they are reading. The proficiency in language rests on a common body of knowledge. The words being read, written, spoken, and heard are merely what are obvious. The meaning underneath is what is more important. That which is inside the mind of the recipient is what weighs more. This is what the 1987 Cultural Literacy of E.D. Hirsch was all about.
What teachers can do to achieve full comprehension in reading is providing lots of opportunities in reading and understanding. This is done by first knowing what interests students the most, finding out what they are eager about, and providing reading experiences that will make them crave for more.
References:
Baugh, L. Sue (2005).Essentials of English Grammar: The Quick Guide to Good English(3rd ed.). New York: McGraw Hill. 176 pages.ISBN0-07-145708-9.
Cutts, Martin (2009).Oxford Guide to Plain English(Third ed.). New York: Oxford University Press.ISBN978-0-19-955850-6.
Hartley, James (1980). “Spatial Cues in Text”.Visible Language(Visible Language)14(1): 62–79.
By: Heidi N. Gatchula | Teacher III | New Alion Elementary School
