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Fostering Flexibility and Comprehension in Elementary Students
Author(s) -
Cartwright Kelly B.
Publication year - 2006
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.59.7.2
Subject(s) - flexibility (engineering) , reading comprehension , reading (process) , psychology , comprehension , meaning (existential) , word (group theory) , linguistics , primary education , cognitive psychology , mathematics education , statistics , philosophy , mathematics , psychotherapist
Skilled reading requires attention to many aspects of print at the same time. Some children demonstrate difficulty in attending flexibly to multiple features of print, often focusing solely on decoding or word‐level information. These children often lack the insight that reading is more than decoding; they have a difficult time thinking about words as having both meaning and sound. This article reviews work that shows how children can be taught to think more about both words' sounds and their meanings, resulting in increased flexibility and comprehension for these children. Further, the article provides teachers with a simple strategy for helping students achieve increased flexibility in reading processes to aid them in making the transition to more fluent reading.