7 Keys to Comprension: How to Help Your Kids Read It and Get It!
Revisiting one of my favorites
I am rereading this one. Been a while. Still one of my favorites.
. . . . meaning does not magically reside in the printed words on the page. Meaning is created in the mind of the reader.
SO true. We’d like to think it does, but there are really so many things our brains are doing to make that magic. That is probably the key reason I get frustrated when adults will tell me they’re not readers or they’re not good role models for reading. What do good readers really do anyway? That is the point of Zimmerman’s and Hutchins’ work, so probably one reason I love it!
“What do good readers do?”
I utilized Zimmerman’s and Hutchins’ work in my classroom, in fact, we made their strategies school-wide strategies for all classes at one point. When I was starting the unit related to direct instruction of these strategies, I would always start with this question, “What is it that good readers do?” “What do they look like? What are they doing with their bodies? With their brains?” The answers were always fascinating! Here are some of the more common responses (or at least those that made it into my notes):
They read A LOT.
They like to read.
They know lots of words.
They keep their eyes on the page.
They understand what they read.
And, my all time favorite: “Good readers are handsome. I’m a good reader you know.” Logan taught me tons over the years. He had started out a non-reader in 2nd grade and did become an amazingly good reader by middle school, but I surely hope he knows now that what made him a good reader was more than being handsome. Then, we’ve done our jobs pretty well 😊.
Ask your kids or students what good readers do. I’d love to hear their answers!
After that initial question, I drop the bomb: “Okay, can we list out seven different things good readers do?” That is tough stuff! Between everyone, I can usually tease out five things from discussion, sometimes six, rarely ever seven – even when I’m asking adults at in-services or workshops (especially since I’m usually the only one who’s read Zimmerman’s and Hutchins’ book).
One of my theories on that is when we become good readers, many of these things become natural and we are no longer aware of them. That is also why it can be hard for good readers to teach reading to those who are not natural readers like children with dyslexia. It takes way more than a love of reading or a love of stories to truly teach reading, but having the knowledge and strategies can definitely help us support that instruction at home and beyond.
The 7 Keys
Zimmerman and Hutchins identified seven categories for reading strategies which they have named Keys to Comprehension. I cannot think of anything better, so I definitely do not try to fix something that ain’t broke so I just make sure to give them credit whenever I can! I have created some graphic organizers and study cards to support using these strategies with my students and just started offering them in my Teachers Pay Teachers store.
The 7 Keys are:
Sensory Images
Background Knowledge
Questioning
Drawing Inferences
Determining Importance
Synthesizing
Fix-Up Strategies
I created this infographic for my students (and it is part of the TpT file):
These totally fit with what I was seeing in my classroom everyday and what I knew from growing up as an avid reader who was surrounded by struggling readers. As a teacher, I realized that I had not really had instruction in all of these areas. I had found that, most often, they might all be touched on but so quickly that they did not seem important. The stress was get kids to read more and it will all come; use these types of things as activities. In my first year, I learned quickly that I could use these activities but that did not ensure the students would: (1) know how to do them and (2) become better readers automatically. That was a tough year! If only I could go back with what I know now……… but, I digress!
The 7 Keys. I organize my strategy instruction around them and use them for direct instruction. Most recently, I have used them with high school students and a college student. I have also used them with middle school and upper elementary. As an interventionist, I have ended up with some specialized methods in each of these areas and have become fascinated with relating them to executive functions and other components of learning (but more on those later).
For the purposes of this post, I wanted to give an overview of their work and talk about reading in general. Next up, I will be offering a book study for parents and one for teachers based on this book, so for now, my Reading in Real Life will return to reading about reading for a while!
Cognitively Yours,
Amy
Shared this post with Logan and he had a comment :):
"I remember the days when I would throw books against the wall in frustration and refuse to even try out of fear of failure. Nowadays I understand the significance of the printed word and how people can express themselves through their work. I’ve expanded so much of my own understanding of the world thanks to countless authors and even express myself through writing as well. I owe all of that to both you and Lake Michigan Academy, and I will be eternally grateful for everything you’ve done for me!" - Logan