Understanding Comprehension through "Chopsticks"

I must admit… I was a little hesitant before reading “Chopsticks” by Jessica Anthony and Rodrigo Corral.  I really have never delved too deeply in the world of graphic novels, so when we were assigned this book, some uncertainty came over me.  This was surely going to be a new experience! 

Relying nearly entirely on images to tell the story, this novel was truly unlike any book I have ever read.  However, it was this format that facilitated an environment of deep engagement for me.  I found myself deeply engrossed in the analysis of each image in order to comprehend the development of the plot.  The very nature of the book required you to focus your attention on the images.  Searching for “clues” hidden within the pictures became a regular and enjoyable routine for me.  Honestly, I have rarely ever reached the level of engagement I achieved while reading this novel. 

For me, this novel proved that not all great novels have to be filled with words.  The authors of the novel were able to masterfully convey plot and emotion relying almost exclusively on images alone.  The photo albums, post cards, newspaper articles, and letters all added a sort of realism to the novel that text alone has a difficult time achieving.  In addition, I believe the young love story genre transferred well into this medium.

After enjoying this novel, I realized that many of the comprehension strategies I have used to understand this book aligned with the Key Comprehension Strategies from Chapter 11 of the Graves text.  The foreshadowing of the news report and investigation of the disappearance of famous pianist Glory Fleming served the role of Establishing a Purpose for my reading.  I was immediately intrigued to find out what events led up to her disappearance. Using Prior Knowledge came in handy when remembering that Glory’s late mother worked for W.J. Import-Export, the same wine distributor Frank’s mother gets her wine from.  Throughout the book Making Inferences and Asking and Answering Questions kept me engaged and in tune to what was going on to. With so many detailed illustrations, it was vital to Determine What is Important in every image to get the most out of the text.

 The absence of words for this novel served as sort of a handicap for advanced readers. The option to find deeper meaning through text was not available, so the reader was forced to make inferences through pictures.  So, in order to understand the novel, mature readers were forced to use skills early readers use when they read such as making observations and inferences by looking at the pictures to develop comprehension.

Personally, this book served as sort of an exercise for me in recalling strategies younger readers use to comprehend text.  As a future teacher, this recollection is important in understanding how young readers develop their comprehension.

I look forward to the class discussion on “Chopsticks” and how it relates to the Graves text.

Setting Students up for Success

Reading fluency is at the very core of this week’s reading from Chapter 8 of the Graves et al. text (2011).  After reading this chapter, it is my belief that the establishment of young students reading rapidly, smoothly, and correctly without error is best facilitated through active reading over time.  Educators have a large role in developing both active reading and reading fluency in young readers.   

Above all, I believe an important element of developing fluency for young readers is matching students and texts.  Matching young readers with appropriate texts helps ensure that you are setting them up for success in reading.  As the book notes, there are three main factors that should be taken into consideration: (1) the students’ reading proficiency and motivation (2) text difficulty and accessibility and (3) your personal and professional knowledge about your students, the books and other reading materials in the classroom, and various purposes for which students are reading. (Graves, Pg. 244)

If a student is given a text that is too difficult or not interesting to them, they may very well give up on it or get frustrated and refuse to read.  If a student is given a text that is too easy for them, they may lose interest and read less frequently.  Finding the right balance of matching a book with both a student’s skill level and interest takes time.  However, taking this extra time is truly the difference between what makes a good and a great teacher.

As a teacher, I want my students to not only read for my class, but begin a journey down the road of a lifetime of reading.  Reading fluency can only be fully developed through practice.  As the saying goes, “practice makes perfect.”  Therefore, by setting students up with appropriate texts, we are giving students the best avenues to practice their reading fluency and therefore best setting up our students for success in reading both inside and outside the classroom.

A Framework for Intervention

Throughout Chapter 5, Differentiating Instruction and Intervention, of the Graves et al. text (2011), a large portion of the reading consisted of different strategies and ways to implement intervention in the modern classroom.  It is important to note that there is not one single approach to intervention that is ideal for everyone.  Also, differentiated instruction will not ensure the success of all students. Students near the top of bottom skill level of any group may receive too much or too little intervention.  Given the time and resources available, teachers must find and implement strategies that give the most students the best opportunity to reach their full potential.  Developing strategies and plans for intervention helps ensure that success.

I believe the text points out some interesting and effective strategies that I look to implement in my own classroom.

1. Explicit Strategy Instruction- Intervention instructors should always provide clear explanation and modeling of reading strategies for identifying words, determining meaning, or understanding text.

2. Mediated Scaffolding- Support through hints, suggestions, and models are useful when students learn new reading skills

3. Strategy Integration- Students should always know WHY they are learning a particular topic.  Knowing “why” helps create meaning and purpose so students can apply what they learn to other areas.

4. Priming Background Knowledge- Review previously learned topics before introducing new material.  Many students need reminders of what they learned previously beforing warming up their brains to apply new material.

5. Judicious Review- Students who struggle with reading can never have enough review.  Developing different review strategies to implement in the classroom is important for intervention teachers.  Using effective strategies continuously helps ensure success.

6. Well-paced Instruction- Intervention teachers must learn to get the most out of the classroom time they are given.  Focus of activities should be on content and not procedural steps.  Promotion of interest, engagement, and attention is provided through these strategies.

7. Motivation- Confidence is gained through progress, which does not occur without timely feedback.  Other strategies the text highlights are differing the pace of the lesson and engaging students through activities.

Using these guidelines with well-trained professionals working with students in small groups over an extended period of time will help create an environment for a successful intervention program where students quickly get back on track.