week 12

What do good readers do?
• Think aloud
• Talk aloud
• Ask questions about the text
• Make predictions
• Making meaning from the text
• Use background knowledge
• Text structure
• Reread the text
What can teachers do to develop comprehension?
• Build Vocabulary
• Build background knowledge
• Teach about the text
• Permit discussion
• Provide opportunities to comprehend
• Encourage writing
• Ensure authenticity
• Context clues
• Prior knowledge
• Use multiple strategies to help them comprehend

What can teachers do to help struggling readers?
• Monitoring
• Text structures
• Reread the section that is giving trouble to the student or just reread the text


From this video I have learned many different ideas that are most relevant in teaching comprehension. I would absolutely take some of these ideas in my future classrooms. Some ideas that Professors Duke discuss in this video was different ways that students can become good readers. Good readers need to think aloud, ask questions about the text and have prior knowledge. As a teacher I would absolutely use context clues, build vocabulary and background knowledge. In my classroom I would practice all of these ideas discussed my Professor Duke. I feel that they are very helpful to the teacher and the student to comprehend any text. The student that I am observing is a struggling reader, but when he rereads the text he has a better understanding of the text. He is using one of the techniques that Professor Dukes discussed in the video.

DIBELS vs. QRI-5

They are some differences and similarities between the QRI-5 and DIBELS. In doing DIBELS it really assess the students fluency for the most part. Also in doing DIBELS it gives you a time limit of 60 seconds. Also with DIBELS you can do the Benchmark or the progress prompt The Benchmark is when you do it in the beginning of the year, the middle of the year and in the end of the year. Progress Prompt is when you do DIBELS with the student every few weeks. In doing the QRI-5 it doesn’t have a time limit. It doesn’t really focuses on fluency but mostly comprehensions. Well in both you can focus on comprehension. In both there is a retelling to see if the students comprehend the following passage. In the QRI-5 there are questions that the students must answer and also the QRI-5 has miscues that the students are being scored on it. To me I preferred the QRI-5 because I feel that it focuses more on comprehension more then on fluency.