Strategies To Improve Reading Comprehension

Literature Review
…with effective teaching or peer engagement, students can function at levels higher than they would if left on their own. This certainly as relevance today in reference to meaningful instruction and learning, but we must still be critically thoughtful (Ornstein & Hunkins, 2004).
Over the past several years, there has been a surge of interest in understanding why is it so many of the nation’s students after completing at least four years at primary school are unable to master a national literacy test given in May each year since 1998. Compounding this interest is that many of these students are exposed to a wide range of reading materials and experiences. This has led many, if not, all teachers to be concerned with why students

In so doing, he/she would provided support or guided instruction during the reading process so that students can comprehend. Hence, the goal, according to (Froese, 1990), of every language teacher is to improve comprehension skills. That is, through the use of various strategies. Among some of the strategies that can improve reading comprehension, Walker (2004) identified questions-answers and relationships, K-W-L, directed reading thinking activity, language experience, reciprocal teaching and guided

The scaffolding of a building under a construction provides support when the new building cannot stand on its own. As the new structure is completed and becomes freestanding, the scaffolding is removed. So it is with scaffolded adult-child academic interactions. The adult carefully monitors when enough instructional input has been provided to permit the child to make progress toward an academic goal, and thus the adult provides support only when the child needs it. If the child catches on quickly, the adult’s responsive instruction will be less detailed than if the child experiences difficulties with the task.
In scaffolding, the teacher assesses the students, congratulates them on successful attempts and provides additional instruction when needed. For Larkin (2002), “scaffolding is one of the principles of effective instruction that enables teachers to accommodate individual student needs.” In keeping with this theory, it can be seen that instruction must also be tailored around “contingent instruction” since a scaffold consists of a series of steps to help students to process the information and become a more proficient reader. With this view, Palloway and Patton (1997) said that scaffolding instruction can be appropriately integrated into a whole language reading program or with direct instruction approach where the teacher helps students to sort out the important concepts and