Students need opportunities to use and practice what they have learned. Students need lots of time to practice the process of expecting that text will make sense when they read.

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Make sure that you read to and with your children at least 20 minutes a day.

Give your child encouragement as he/she reads and tries to problem solve.

Create a variety of opportunities to read both assigned material and self-selected material everyday.

For additional information see Language & Math Reading Development and Struggling Readers and Decoding Print: Approximations:

How Parents and Teachers Foster Reading & Math Comprehension – Approximations

Students must realize that when they are learning about comprehension, they will make approximations. This word means that they will make mistakes, which are essential for learning and understanding to occur. No one knows how to do a new skill immediately. Students learn as they practice.

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Honor all attempts to create meaning while they are reading. Help students learn from the miscues that they make by cueing them to try other strategies.
Talk about “Does that make sense?” “Why or why not?”

Keep reading a stress free time by asking open ended questions, like “What else could you try?”

Teach students to monitor their comprehension directly. Teach them how they can “fix up” their understanding when it isn’t making sense. Help them create a repertoire of strategies.

For additional information see: Immersion:

How Parents and Teachers Foster Reading & Math Comprehension – Immersion

Students must be experience immersion in a print-rich environment. A large selection of print material and a variety of print should be easily available to the students.

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The child should own books and have access to library books. A large classroom library and a school library are both necessary.
The child is surrounded by different kinds of print — books, catalogues, cookbooks, greeting cards, magazines, and newspapers. The classroom displays a variety of print — books, children’s magazines, dictionaries, encyclopedias, labels for objects, and posters.
Primary care givers read and model reading for the child. Student and teacher set lots of time to read.

For additional information see: Demonstrations:

How Parents and Teachers Foster Reading & Math Comprehension – Demonstrations

Students must have lots of demonstrations of the comprehension process. Opportunities for students to observe hear, see, experience and study) the comprehension process are important.

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Primary care givers should talk about how they think when they are reading Teachers should provide direct instruction in comprehension processes
Ask the child what they are thinking about as they interact with print Just as the teacher does “think-alouds,” he/she should ask students to do “think-alongs” so students share their thinking with the teacher and other students.

For more information see Reading & Math Comprehension Engagement:

 How Parents and Teachers Foster Reading & Math Comprehension – Engagement

Students need engagement in the act of comprehension. They need to believe that they can create meaning when they read. They need to believe that understanding is relevant to their lives and serves a purpose for them. They also need to know that if they do engage in trying to create meaning, they are safe to take a risk involved in learning how to comprehend.

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Children should see adults reading and enjoying the process of understanding what they read. Teachers need to believe that all students can learn to comprehend and tell students so.
Children should hear how understanding what you read makes a difference in their lives. Teachers need to directly instruct students in how comprehending will make a difference in their learning.
Primary caregivers should help children feel loved, feel safe, and that they are in the process of becoming comprehenders. Teachers need to help students realize that they are becoming a part of a learning community as they learn to comprehend.