EAP II

Reading Comprehension for Older Readers

by Sharon Vaughn an Meaghan Edmosds

vol.41. No.3, January 2006 

This Journal that overview of a multifariousness comprehension strategy for older reader to get meaning from text. This journal also useful for assisting students in organizing key concepts, vocabulary, and information from text.  When reading, we need to able to read comprehension. So that the reader can get meaning from written text. 

Reading to learn is a struggle for many students especially students with learning disabilities ( LD: Bryant, Vaughn, Linan-thomson, ugel & Hamff 2000; Gestren, Fuchs, Wiliiam & Baker 2001)

As a teacher should know lucky and how comprehension lucky. So that, it can Help teacher plan instruction that meets students needs. 

According to Carlisle & Rice, 2002; National Institute for
Literacy, 2001; National Reading Panel, 2000. that  there are some barriers to understanding reading material that should we know, they are:

• decoding words, including structural analysis;
• reading text with adequate speed and accuracy
(fluency);
• understanding the meanings of words;
• relating content to prior knowledge;
• applying comprehension strategies; and
• monitoring understanding

So, there are some strategies that's provide readings comprehension to enhance students understanding of text. first strategies is Collaborative Strategies Reading (CSR). Here are four strategies students as part of CSR: 

1. Preview. (make the student recall what they already known about the topic and guess what the passage might be about),

2. Click and Clunk ( identifying difficult words and concepts in
the passage and using fix-up strategies when the text
does not make sense)
3. Get the gist (during reading, restate the most important
idea in a paragraph or section)

4. Wrap-up (after reading, summarize what has been
learned and generate questions). 

Second strategies is Graphic Organizers. this strategies like a representation diagrams or outline that assists students in organizing prior knowledge. reflecting on key concepts and vocabulary and organizing what they learned from reading text. Graphic organizers include such as practices as semantic mapping, semantic feature analysis, cognitive maps, story maps, advanced organizers, visual and Venn diagram.

This journal provide the strategies to understanding comprehension, this appropriate just for a student who have difficulties in reading comprehension but not to the special need students that who have disabilities with their ability or brain to input some lesson or anything.