It has finally come down to the last theme of the semester. We started off learning the definition behind the infamous term 'reading comprehension,' coming to realize that it is not a stagnant process, but a process in which one learns to compile multiple strategies together. And within the branch of reading comprehension, comprehension instruction and text selection is crucial to aid comprehension. And in our final theme five, I came to learn what it means to tie everything together to make reading comprehension a system of a beautiful oiled-machine.
In Ch. 9 The Evolution of Meaning by Ellin Keene and Susan Zimmerman, they discuss the difference between summary and synthesis. It is said that "proficient readers are able to summarize as a way of helping them recall what they read and then communicate it to others" (Keene & Zimmerman). A summary is merely one recalling facts from the story. However, synthesis is when a student "incorporate schema from beyond the immediate text as well as beliefs, opinions, emotions, and values that they--- rather than just the teacher --- believe are important to the overall meaning" (Keene & Zimmerman). Synthesis is merely one inputting one's details and thoughts into the content reading, but staying true to the theme of the text. Both summary and synthesis are key factors in building reading comprehension and so, students should be taught to utilize both.
I believe comprehension is a process unique to each individual learner and can be supported through bodily movements and emotions. Just as we can express emotions (i.e. happiness, sadness, anger, fearlessness, etc.) through facial expressions, comprehension can be supplemented with use of dramatic play and movement. In the article Boosting Language Skills of English Learners Through Dramatization and Movement by Christa Greenfader and Liane Brouillette, it says "dramatization helps students better understand the plot and feelings of the characters, even if they do not initially comprehend all of the words." This is beneficial for diverse learners because movement and dramatization is not a language spoken, but still a form of language kids communicate with.
What I learned from the last remaining readings in this theme was that each component from every theme carries over and ultimately, we need to tie everything together. For example, if we selected a grade-appropriate text, but did not provide effective comprehension instruction then the comprehension strategy itself would not be learned. We must be able to combine text, instruction, and strategy together to complete reading comprehension. And within text selection and instruction, we can differentiate towards diverse learners through dramatization and movement, not just oral language. And when we have combined everything together, we see the successful usage of strategies used in students' readings.
