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Supporting Learning

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Reading Comprehension

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Abstract

Reading comprehension often involves a collaborative approach incorporating techniques such as questioning and reciprocal teaching in which children adopt collaborative roles to analyse texts. The instructional environment for students with reading problems should provide positive language and vocabulary experiences within a problem-solving framework. A large body of research has demonstrated that interventions using trained tutors can have positive effects on students’ reading performance. The chapter will highlight the need for the adequate training of tutors and group members in cooperative learning situations. A number of principles will be discussed to enable procedures to be put into place in any intervention. They should also provide flexible and supportive structures to enable children to set reading goals, monitor their own progress by making informed choices, and to reflect on the adequacy of their learning. It discusses the optimum conditions for cooperative learning and what educators should consider in these learning situations such as a) creating a learning community by involving parents, teacher aides, or peers, b) knowing students as individuals, and c) focusing on success rather than on failure.

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  1. School of Education and Professional Studies, Griffith University, Mt. Gravatt Campus, Brisbane, Queensland, 4111, Australia

    Dr. Gary Woolley

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Woolley, G. (2011). Supporting Learning. In: Reading Comprehension. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1174-7_13

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