Reading comprehension is one of THOSE skills.
Many educators and parents struggle to teach, reinforce and foster the skill well.
Just as many children struggle, too, bringing frustration to the reading table.
Reading comprehension doesn’t have to bring angst!
It’s a common challenge. YOU are not alone.
Over my more than thirty years of working with children, my own and others, I've rejoiced in light bulb moments when an idea or strategy works. I’ve also sat, frustrated and bewildered. I’ve been in that place as a learner, educator, and parent. It’s a tough place to be.
From my experiences, I've helped parents find alternative solutions, often individualizing teaching methods.
What has worked?
Some families find one strategy works, at least for a time, and then find another. Others need more than one method in the same season. Still others cycle in and out of several.
The key is to use what works for YOUR learner.
Find something the child enjoys. Every child (yes, every child!) has an interest—something that engages—something the child won’t put down. For me, it was gymnastics. My fourth grade teacher discovered the interest and used it to teach me to read—when the third grade teacher said it was hopeless. What interests your learner. Grasshoppers? Recipes? Catapults? There is always an interest, though it may take a bit of effort to find it. When it's found? YAY!
If your state requires you to log this activity. After the learner chooses reading material—perhaps From Caterpillar to Butterfly by Deborah Heiligman—the time spent reading can be logged as independent reading (or as a read aloud, should that be the case). If you discuss the content, there’s reading comprehension. As the interest grows, If the family observes the change from caterpillar to butterfly on a backyard plant, those experiences can be logged in science.
Read together. One mom we know instituted an "everybody reads at 10:30 am" policy. In other words, at 10:30am, each person in the home found something he or she enjoyed, found a comfy place, and read. When there was a toddler, preschooler, or budding reader in the mix, she read aloud to them. Reading time starting with a 15-minute duration and she gradually increased the time. Why? Because the children asked for the time to be increased. To get to that moment when they requested more time, she had to allow the children to bring their choice—a kids' cookbook, the Boy's Life catalog, or the recent subscription to Highlights—to come to reading time. And, the mom? When she wasn’t reading to littles, she dug into her current read. Reading time quickly became a favorite time time of day. Everyone reading, all together.
If you live in a state which requires you to log this activity. The time spent reading can be logged as independent reading (or as a read aloud, should that be the case) under language arts with book title and author. Again, if there is a discussion about what is taking place in the books, or there is a synthesis of some kind to a practical activity, it’s reading comprehension. Content (camping, ants, nutrition) can be logged in the appropriate content area.
Draw a picture. Creative children love to make and design. Why not try building reading comprehension from the innate desire to create? That’s is what my fourth grade teacher did. She encouraged me to write my own gymnastics book (not because I was a champion speller, but because she knew I loved to draw; the illustrating motivated me to spell to the best ability I could). For your learners, it may look like building reading fluency with a sewing how-to book or a biography about Rube Goldberg and then
drawing a picture of a character, the setting or an exciting event in the chapter—an open invitation to design and color something visually pleasing (and you get to see if the learner accurately understood—from the reading—what the character looked and behaved like, wore, or enjoyed)
creating a diorama of the setting or a scene (get ready for the glue and maybe more research needed to make it authentic)
constructing a model (Rube’s pretty cool)
building or baking something (someone will be delighted, further fueling the reading)
If you live in a state which requires logging the activity. After the learner chooses reading material—perhaps a how-to sketch barns book—the time spent reading can be logged as independent reading under language arts with book title and author. In addition, sketching techniques can be entered in the arts.
Read aloud. I know this takes time (I'm a mom of full days, too) however, the time and effort of reading something engaging (perhaps slightly above the child's ability) can build vocabulary and knowledge of language structure. Even a short time each day can pay off great dividends.
Some of our favorite family read alouds are:
A Lion to Guard Us by Clyde Robert Bulla
Helen Keller's Teacher by Margaret Davidson (as well as her other amazing titles)
George Cohan: Boy Theater Genius by Gertrude Hecker Winders
If you live in a state which requires you to log this activity. After the learner chooses reading material—perhaps Young Thomas Edison by Michael Dooling—the time spent reading can be logged as independent reading (or as a read aloud or vocabulary if word meanings are discussed, should that be the case) in language arts. The content can be logged in science.
Take turns. Mix it up. This has work extremely well for us as our budding readers take off. We take turns reading, first in small sentence chunks, working to pages—I read a sentence, you read a sentence, building to I read a paragraph, you read a paragraph. Then one day, the learner takes of and reads the whole chapter, independently. This is an important strategy for emerging readers building fluency and confidence to read aloud. We have found Step-up books and Discovery Biographies by Garrard Publishing are perfect for this purpose. They are out of print, but super worth the time to find them. Check out Ebay or used book sources.
If you live in a state which requires you to log this activity. Perhaps the learner chooses reading material—maybe Meet Abraham Lincoln by Barbara Cary from the Discovery series mentioned above—the time spent reading can be logged as independent reading (or as a read aloud, should that be the case) under language arts. If you spend time talking about what happened in the chapter, add reading comprehension. As for the information learned about Abraham Lincoln, add that to history.
Give content. Real-life dilemmas and adventures intrigued my readers. Real-life and real people grab the attention of many children—there’s problems to solve which influence history-changing events all of which the reader is invited into with Living Books. For example, Thirty Seconds Over Tokyo from the Landmark book series written by Captain Ted W. Larson (Doolittle Raid pilot) pulled my readers into the plot almost immediately. We were with the fliers in training, events, and aftermath of the raid. Yes, there was mention of injuries, blood, and bombing, but courage, perseverance, real-life challenge (not fabricated and artificial) enveloped every page. We dug deeper into learning about WW2 and why these pilots chose to fly this mission. I have to say, I never learned this in my years of school, so I was just as intrigued as my children.
NOTE: This book is one of the more graphic of the Landmark series and we chose wait until late middle school to introduce the content. And, I read it aloud so we could talk about anything which brought a question. I encourage parents to read the content prior to making the decision to offer this book to their children. Not all Landmark books are as graphic, but knowing the author was the pilot of the plane reminded us that it was his first-hand account, not just details written from someone looking in or choosing what to or not to include. The event was real, lived out by a real person who had to solve real problems.
If you live in a state which requires you to log this activity. For the book mentioned above, I logged reading aloud, vocabulary development, and reading comprehension. I also logged geography (because we located the places mentioned on a world map) and Doolittle Raid or WW2 in history.
What if my child just doesn't like to read?
Some don't. Others are reluctant or don’t know they could like reading. That was me—non-reader, discouraged, and frustrated. I needed someone to take one-on-one interest and appreciate my strengths.
If there is a continuous aversion to reading, even with content of interest, consider whether a physical limitation or delay may be contributing to the challenge. For example, if the eyes don't converge on the page of written material, reading will be difficult and not enjoyable. And, for some learners, letters are scrambled meaningless symbols (me again!). These struggles may not be readily observable or obvious, yet should be considered a possibility when children have an aversion to reading. A key element to this process is compassion. Knowing someone is willing to lean in and understand is a treasure.
There are practical ways to build reading comprehension. It can be as SIMPLE as enjoying a read aloud and discussing what was heard or it can be a combination of several methods. And, having someone cheer you on helps make the journey easier. The secret is not to make more complicated than necessary.
