strategies are the tools that students can use to support themselves with

Strategies are the tools that students can use to

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strategies are the tools that students can use to support themselves with reading and instructional strategies are the tools that teachers can provide students with to support comprehension. Some comprehension strategies that can be implemented to help with comprehension are asking questions, inferencing, synthesizing, and activating schema (Hollenbeck & Saternus, 2013, p.560). Instructional activities or strategies that can be used to promote reading comprehension are the use of graphic organizers, story-maps, questioning, and think aloud models (Hollenbeck & Saternus, 2013, p. 562). Combining both comprehension strategies with instructional strategies will give Taylor the most support with comprehension.
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11 As stated earlier my literacy learner Taylor, struggles in two specific areas of reading comprehension and they are language comprehension and decoding. Understanding her areas of weakness with reading comprehension led me to choose two comprehension strategies inferencing and schema using questioning and graphic organizers as instructional supports. Though both of these strategies may seem similar, they both provide differences that Taylor can benefit from. Schema is the use of background knowledge before, during, or after reading to process information (Hollenbeck & Saterus, 2013, p.560). In order to inference Taylor has to be able to use her schema with the information of the text to gain new understandings. Inferencing is a skill that is foundational of reading comprehension and a necessary component of higher ordered thinking. When teaching inferencing teachers can use simple suggestions to promote the thinking needed for inferencing. Those suggestions include: finding clues to get answers and adding those clues to what is being read (Snowton, 2020). I found that when teaching new concepts and strategies, introducing them through games and technology help the students to become more comfortable and not as overwhelmed. I used the Quintessential Instructional Archive (QUIA) website to introduce inferencing (). This site allows students to practice their inferencing skills using a game called “Rags to Riches”, as it is set up in the Who Wants to be a Millionaire game format. The game gives the student a scenario and the student has to choose the best multiple choice inference in order to go to the next round. Like the traditional game the student has three different lifelines that are able to be used at any time. Taylor was able to get a clear understanding of how to use her inferencing skills while reading. She was able to get to the 11 th round of the game which landed her on the $64,000 mark. After introducing the game we used the E-Reading inferencing worksheets in conjunction with the inferencing graphic organizer. This graphic organizer is
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12 compiled of three separate boxes; one box is listed as evidence, the second box is listed as schema, and the last box is listed as inference. Using the scenarios from the E-Reading
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