Comprehension: Difference between revisions
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==Problem== | ==Problem== | ||
Comprehension difficulties are common in the content area courses of Science and Social Studies because students are required to “use skills and strategies to search, locate and organize information” while reading for understanding (Vaughn et al., 2013, p. 77). Many students experience difficulties using these comprehension skills effectively while reading textbooks in these courses (Vaughn et al., 2013). This task is especially difficult for students with learning disabilities as they often lack advanced thought processes and comprehension strategies (Kim et al., 2006). | |||
Teaching comprehension strategies is often difficult for content area teachers (Kim, 2013). Providing students instruction on comprehension skills while ensuring that all outcomes for the content area are covered can be challenging (Kim, 2013). The language used in content area texts is advanced, and many elementary and secondary students do not possess “the requisite knowledge, skills, and disposition to read and comprehend” such material (Kim et al., 2013, p.235). Students often encounter difficulties with comprehension of informational text due to a lack of familiarity with technical terms and a lack of “background knowledge and conceptual development” (Baker et al., 2011, p. 200). | |||
The difficulty in teaching comprehension skills experienced by content area teachers can be attributed to limitations in pedagogical knowledge (Vaughn et al., 2013). Teachers of content area subjects have limited exposure to practices in reading comprehension instruction during career training and professional development sessions (Vaughn et al., 2013). Due to this lack of knowledge, identifying methods of improving comprehension and implementing these methods into the classroom can be a daunting task for content area teachers (Vaughn et al., 2013). If this problem is not addressed, students are unlikely to advance their comprehension of informational text as they move through the education system and into the world of work (Baker et al., 2011). | |||
==Role of ICTs== | ==Role of ICTs== | ||
Revision as of 02:13, 7 July 2014
Using ICTs to improve comprehension in learning
Karen Power, Memorial University of Newfoundland
Problem
Comprehension difficulties are common in the content area courses of Science and Social Studies because students are required to “use skills and strategies to search, locate and organize information” while reading for understanding (Vaughn et al., 2013, p. 77). Many students experience difficulties using these comprehension skills effectively while reading textbooks in these courses (Vaughn et al., 2013). This task is especially difficult for students with learning disabilities as they often lack advanced thought processes and comprehension strategies (Kim et al., 2006).
Teaching comprehension strategies is often difficult for content area teachers (Kim, 2013). Providing students instruction on comprehension skills while ensuring that all outcomes for the content area are covered can be challenging (Kim, 2013). The language used in content area texts is advanced, and many elementary and secondary students do not possess “the requisite knowledge, skills, and disposition to read and comprehend” such material (Kim et al., 2013, p.235). Students often encounter difficulties with comprehension of informational text due to a lack of familiarity with technical terms and a lack of “background knowledge and conceptual development” (Baker et al., 2011, p. 200).
The difficulty in teaching comprehension skills experienced by content area teachers can be attributed to limitations in pedagogical knowledge (Vaughn et al., 2013). Teachers of content area subjects have limited exposure to practices in reading comprehension instruction during career training and professional development sessions (Vaughn et al., 2013). Due to this lack of knowledge, identifying methods of improving comprehension and implementing these methods into the classroom can be a daunting task for content area teachers (Vaughn et al., 2013). If this problem is not addressed, students are unlikely to advance their comprehension of informational text as they move through the education system and into the world of work (Baker et al., 2011).