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Goncharova
Yulia
Dnipropetrovs’k National University,
Reading Comprehension Strategies
A discussion of the reading comprehension strategies invariably needs to be multidimensional. The purpose of this article is analysis of existing reading comprehension strategies. In the centre of our attention is Coop-Dis-Q Strategy. As a rule, among the most effective means of the development of reading comprehension scientists (Ediger, Strother, Gambrell, Field, Peck) distinguish cooperative learning, questioning, and discussion strategies. Ediger, for example, underlines the role of extemporaneous speaking. Engaging in interviewing, discussions, and making introduction develops not only speaking skills but also helps students to understand that oral communication requires a listener [1;137]. Speaking and listening are interconnected areas. Thereupon Anthony Peck articulates clearly that the ‘ultimate aim of foreign language teaching and learning is the communication of messages to speakers of the foreign language, which satisfy the speakers’ intentions, and which the listeners cannot predict’ [2;74]. Unpredictable, prima facie, situations form the basis of extemporaneous speaking. There are numerous speaking exercises that may help to construct ‘unpredictable’ situations both on pre-reading and post-reading stages. On pre-reading stage teacher may propose students information-gap activities that can improve comprehension of a new text by means of a cursory examination of unknown vocabulary. Teacher should realize that time spent preparing students for the reading experience is at least as important as time spent discussing the reading. Strother, in turn, analyzes efficiency of questioning as a generic instructional strategy for reading comprehension. Researcher focuses on instructional questions serving a formative role and evaluative questions traditionally playing a summative role. In the process of formulating questions for students teacher should pay attention to the type of response (efferent or aesthetic) that the questions are most likely to elicit [3;324-327]. It is significant, questioning, along with discussion, not only has the extensive possibilities for realization of problem, put by the teacher, but also serves as an effective tool of cooperative learning. Discussion in a small group about a delivered text, as Gambrell says, forms aesthetic response to text and strengthens students’ recall [4; 25-38]. Supporting this viewpoint K. Field underlines that work in peer groups, chaired by the teacher, provide the speaker with ample opportunity to practise fluency, spontaneity, and independence [5; 189]. The numerous ways of the discussion organization (interview, round-table discussion, ‘scientific conference’, duel) enable to understand the main idea of a text and explain it in one’s own words; to find interesting details and give a specific characteristic of personages or phenomena; to discuss the difference in individual perception of events, characters or scientific facts. As we can see cooperative learning, questioning, and discussion are closely connected. To achieve success in complex applying these reading comprehension strategies into a training process L.R. Gautier proposes a new instructional technique. Cooperative Discussion and Questioning (Coop-Dis-Q) was developed by taking all three elements and incorporating them into one strategy [6; 217]. A synergistic instructional effect is attained by the strengthening of one separate element. As a result we can augment the benefits of the other two.
Presenting Coop-Dis-Q step by step, Gautier makes an attempt to combine cooperative learning, discussion and questioning. Step 1 consists on creating the groups. For this strategy, it is suggested that the teacher choose six students to work together. Teacher’s objectives for the lesson determine the makeup of the group (homogeneous, heterogeneous etc.) For example, three of the strongest readers in the group can work with three students of considerably below grade level. The essence of Step2 is preparing a set of questions. The teacher should give thoughtful consideration of the significant elements hidden in the text. The teacher will formulate questions that reflect these important elements. The questions, Gautier points, ‘should be representative of the different kind of cognitive processes involved in comprehension (e.g., literal, inferential, and critical) [6; 218], and should integrate the thoughts expressed earlier. Step 3: groups discuss the story and divide questions. On this stage the teacher should let students take charge. At the end of discussion the teacher will present the set of questions (better on the sheet of paper; one copy for each participant) to the students. Next, the group should be divided into two triads. The questions, perused by the whole group, are divided equally between mini-groups. Step 4: triads discuss, answer, and add questions. Step 5: triads present and discuss their answers to each other. The teacher should participate in discussion. The activity can be judge as successful if all questions have been answered and all aspects of discussion have been considered adequately.
Summarizing aforesaid we can draw a conclusion that reading and reading comprehension strategies help to develop as personal and professional skills (listening, questioning, responding, group working) as academic and intellectual skills (analyzing, synthesizing, making an argument, defending a viewpoint). Working in a group gives an opportunity to practice variety of skills. It is also a reflective practice that stimulates personal growth. Students, taking part in discussions, can test their values and attitudes while developing self-esteem and self-confidence.
REFERENCES
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Ediger, M. Speaking activities & reading. Journal Title: Reading
Improvement. Volume: 37. Issue: 3, 2000
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Field, K. Developing productive
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Gambrell, L.B. & Almasi J.F. Lively discussion!:
Fostering engaged reading.
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Gautier, L.R. Coop-Dis-Q: A
5. Pack, A. Language Teachers at Work: A Description of Methods. N.Y.: Prentice Hall, 1988.
6.
Strother, D.B. Developing thinking skills through questioning. Phi Delta Kappan, V.:71, 1989.