Teaching Models for Comprehension
Models for comprehension instruction should include the following components as suggested by Duke & Pearson (2002) in the ‘Gradual release of responsibility’ model:
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A clear description about what strategy will be in use and how it will be used.
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Either teacher or student modelling the strategy.
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Use of the strategy together with student, teacher and classmates.
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Provide guided practice using the strategy and lead to gradually releasing responsibility to the children/ or child.
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Independent use of the strategy.
(p. 209).
By using strategies which follow this model of gradual release to the student, the teacher aims to give the student the opportunity to practice and then become skilled at the strategy, which in turn means they will be able to apply it independently. Furthermore, Scull (2010) states that collaborative talk allows children to engage with texts in ways appropriate to their different forms and purpose. Below we have included information about four classroom techniques: think-alouds, reciprocal teaching, literature circles and guided reading. These four classroom techniques allow students to collaborate and work together to construct meaning from texts, and also aim to gradually release responsibility from teacher to student, creating more independent and successful readers.
Think-Alouds
Think-aloud is an instructional technique which involves the reader making their thoughts and ideas public by saying what they are thinking (Duke & Pearson, 2002). This technique has been successful in improving comprehension of texts (Duke & Pearson, 2002). Usually it begins with the teacher think-aloud, where the behavior is modelled to the students regularly and the teacher explains how this technique works. Followed by the students gradually using the think-aloud process themselves with guidance from the teacher. This approach also results in a gradual release of responsibility. Some useful information can be found on this link, as well as on the video in the strategies section of this site:
Guided Reading
Guided reading involves students working in a small groups with the teacher to practice comprehension strategies with the aim of gradually releasing responsibility. This type of teaching is specific to a level of reading a student is capable of whilst still providing enough challenge for the student (Department of Education and Early Childhood Development, 2008).
After reading the text with the students, teachers can use the generic worksheets that are provided with the levelled books. Alternatively, there are some great ideas for other ways to synthesise the knowledge students have learned on this website:
Reciprocal Teaching
Reciprocal Teaching is another method which results in gradual release of responsibility. This method focusses on four key areas: predicting, questioning, seeking clarification, and summarising (Duke & Pearson, 2002). Like literature circles, reciprocal teaching begins with the teacher modelling the techniques until students gain confidence and ability to use the strategies unaided. Typically it is done in small groups, but can be done as a whole class and a one on one approach (Duke & Pearson, 2002). The video here shows a demonstration of this strategy in use in a classroom:
Literature Circles
Literacy (or literature) circles allow students to participate in their own learning process, giving them the freedom to talk, challenge, experiment, and collaborate (DaLie, n.d.). DaLie (n.d.) stresses the following basic tenets of literature circles:
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Students choose their own reading materials.
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Groups meet regularly.
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Students create notes, questions etc to guide their discussion.
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Group discussions should be fun and natural for students.
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Initially students assume designated roles with specific tasks.
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Teacher is facilitator.
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Assessment is by teacher observation and self-evaluation.
(DaLie, n.d.)
The following link has printable role cards you can use in literature circles. The teacher would need to explicitly teach their use and guide the students, then gradually release responsibility to students as they gain skill in their discussions: