Determination of Importance as a Reading Comprehension Strategy

Determination of Importance as a Reading Comprehension Strategy

Name of Student:

Institution:

Determination of Importance as a Reading Comprehension Strategy

Based on what you have read, discuss how effective you think your strategy/practice/technique/intervention is going to be for your students.

Determination of importance can be used as a reading comprehension strategy for learners. Determination of importance for the purpose of comprehension allows the learner to concentrate on what absolutely necessary or extremely important and not just that which arouses their curiosity or interests. Determination of importance enables the learner to regard opinions as thoughts of the author and facts as pieces of true information. Through this, the effectiveness of determination of importance enhances acquisition of the right kind of information by the learners. Determination of importance can also be used as a strategy for reading and taking the approach of location of information which answer particular questions that the learner might have formulated. When students format their readings they will maximize the content that they grasp from the reading and will use this approach to write their examinations.

What are the challenges to implementing it?

During the implementation of this strategy the challenges faced are the fact that the strategy requires constant supervision so that the learners really determine what is important and that they do not regard what is essential as inessential. Valuable content might be overlooked if the learner disregards important content and focuses on that which is not.

How would it work in a general education setting, a resource setting, and a special day class?

In a general education setting, I would place the students in groups so that they combine efforts and determine the facts in the contents. In a resource setting, I would refer my students to the appropriate resources and advise them accordingly. In a special day class, I would read along with the students to see if they will be able to identify the important concepts. If they miss them then I would give the students clues on where to look.

How is your student likely to react to it?

The student is likely to show a positive reaction to this strategy. They will be excited by the idea that their reading has been simplified and they will not have to engage in too much reading in order to learn the concepts that are being taught.

What will his/her parents think of it?

The parents are also likely to approve of this strategy. Parents are easily persuaded when they see the results to be good and this strategy will deliver good results. They will be happy when they see their children acing their examinations.

How will you assess its effectiveness?

I will assess its effectiveness by determining if the right content has been delivered to the learners. Since this strategy focuses on ensuring that the learners get the essential content, I will ensure that the content that they get is right the first time. I will not generalize the concepts. Then I will ask the learners questions about important concepts through the tests, discussions, and activities.

Connect your work on this case study to articles or media you have examined in the class.

This case study connects with Tierney’s book titled Reading strategies and practices. A compendium. The book describes over 50 strategies and practices for reading instructions. The author talks about using determination of importance as a strategy for reading and taking the approach of location of information which answer particular questions that the learner might have formulated (Tierney, 2005).

References

Tierney, R. J. (2005). Reading strategies and practices. A compendium. Allyn and Bacon Order Dept., 200 Old Tappan Rd., Old Tappan, NJ 07675