Join date: Apr 2, 2022


5 simple ways to teach your child to understand texts What to do if the child does not understand what he is reading 1. Recent research suggests that reading comprehension difficulties may stem from underdeveloped spoken language that develops long before a child begins learning to read. It turns out that students who have reading comprehension problems also often understand fewer of the words spoken, meaning less of what they hear. They have poor conversational grammar. So, to deal effectively with reading comprehension problems, educators may need to adopt an approach that teaches vocabulary and comprehension first in spoken language and then in writing. 2. Children who have poor reading comprehension often suffer from a small vocabulary, so it is useful for them to devote a lot of time to learning new words. One way is a multisensory approach: for example, pictures, mind maps or mnemonics. Improving general language skills and using the best academic editing services increases the likelihood that they will understand the words they encounter in written text. Because it is not possible to know and remember every word, the child should be taught different types of context clues and how to use them to determine the meaning of unknown words. 3. As soon as the child has enough vocabulary to understand every word in the text, he is faced with the fact that it is difficult for him to keep his attention and follow all the details or, for example, access indirect information and the hidden meaning of the text.In this case, the educator can teach the child several cognitive reading strategies using that will help: annotation, SQ3R and KWL diagram among them. They help: learn to discuss what they read or activate the knowledge gained while reading the text; develop and ask questions about what has been read; draw parallels between two texts or between what the child saw and read; make predictions about what will happen next in the text; highlight keywords that will then help answer questions; think out loud. Each child can choose exactly the strategy that works best for him. Extracting deeper meaning from text with the help of and strategic thinking can be useful not only for reading comprehension, but also for writing. 4. Have students engage in peer learning - this encourages the child to take the lead and think about their thought process while reading. Teachers can use peer learning during class discussion, with a text that is read aloud and then with a text that is read in groups. Students should divide into four types and then alternate among themselves. Participant 1. The one who asks the question. He asks about parts of the lesson, discussion, or text that are unclear or confusing to help connect with previously learned material. Participant 2. The one who will capture the important - for example, details from the text or important points of the discussion. Member 3.The one who will answer the questions asked by the first participant and will be responsible for ensuring that the answers to these questions are clear to everyone. Participant 4. Someone who will make a prediction about what will happen next based on what has been presented, discussed or read. 5. Schoolchildren must be taught text comprehension skills: they need to know what sequence is, what text structure and storyline are, how to draw a conclusion from what they read, what figurative language is and what types it has. Students should be able to use skills first with text they hear when the teacher reads aloud and then with text they read on their own and understand at their own level.

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