Comprehension is the reason for rea

Comprehension is the reason for reading, and vocabulary plays a significant role in comprehension (National Institute of Child Health and Human Development, 2000). The question is, what kind of instruction best promotes the development of comprehension and vocabulary? Consider the following reading comprehension lesson (the teacher's name is a pseudonym):
"What time is it when an elephant sits on a fence?" Mrs. Thornton asks as she begins a reading lesson with her third-grade class. The class laughs and responds in unison, "Time to fix the fence."
"What makes that riddle funny?" Mrs. Thornton asks. The students discuss the image of a big elephant climbing up onto a fence and the multiple meanings of the word time as the reasons that the riddle is funny.
"Today you will read an expository passage and learn more about elephants. Let's see what you know about elephants." Mrs. Thornton asks a series of questions: How tall are elephants? How much do they weigh? Are there different kinds of elephants? What do elephants eat? How do they use their trunks? The students jot down their answers to these questions.
Mrs. Thornton writes a word on the board and says, "This is the word versatile. It comes from two Latin word parts — vert (vertere, to turn) and ile (having to do with) — and means can be turned or used in different ways." She writes the word parts and the definition on the board under the word versatile and circles the information. "What words do you know that mean the same or almost the same as versatile?" The students respond with useful, flexible, and handy. "What words mean the opposite?" The students respond with inflexible, limited, and restricted. Mrs. Thornton webs the students' responses on the board. The synonyms are webbed to the left of the definition, and the antonyms are webbed to the right.
"In the passage you will read, the word versatile is used as an adjective. An adjective describes a noun. What are nouns that could be described as versatile?" Mrs. Thornton asks. The students respond with a tool, a person, and a jacket. "What might be described as versatile in a passage about elephants?" The students respond with the elephant's trunk. "Let's use the word versatile in a sentence." The students respond, "An elephant has a versatile trunk." All the students' responses are added to the web.
"Now it is time to read the passage. As you read, think about the answers to the questions I asked you earlier. I want to hear you thinking as you read. If you were right about something, let me hear you softly say 'yes.' If you need to correct information, let me hear you softly say 'oops.' If you learn something new, let me hear you softly say 'wow' or 'aha,'" says Mrs. Thornton. (Carreker, 2004).

The students begin reading the passage silently. Their interaction with the passage becomes instantly apparent as the students' subvocalized connections, corrections, and collections fill the room.
When the students finish reading the passage, Mrs. Thornton asks them to identify the important elements of the expository passage they have just read: the main idea, the supporting ideas, and the details. She writes the elements on a graphic organizer on the overhead projector.
The students then construct a summary paragraph, with Mrs. Thornton serving as the scribe and writing the paragraph on the overhead. Mrs. Thornton reminds the students that the summary paragraph must have one quarter the number of words of the passage, so they must decide what information is the most important. When the paragraph is complete, the students read the paragraph and answer a few questions, both orally and in written form.
The reading lesson in Mrs. Thornton's class illustrates lessons that were part of a five-week intervention study. The study was designed to determine the effectiveness of systematic direct instruction of metacognitive strategies on comprehension and vocabulary development, which will be discussed in this article.

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Comprehension is the reason for reading, and vocabulary plays a significant role in comprehension (National Institute of Child Health and Human Development, 2000). The question is, what kind of instruction best promotes the development of comprehension and vocabulary? Consider the following reading comprehension lesson (the teacher's name is a pseudonym):"What time is it when an elephant sits on a fence?" Mrs. Thornton asks as she begins a reading lesson with her third-grade class. The class laughs and responds in unison, "Time to fix the fence.""What makes that riddle funny?" Mrs. Thornton asks. The students discuss the image of a big elephant climbing up onto a fence and the multiple meanings of the word time as the reasons that the riddle is funny."Today you will read an expository passage and learn more about elephants. Let's see what you know about elephants." Mrs. Thornton asks a series of questions: How tall are elephants? How much do they weigh? Are there different kinds of elephants? What do elephants eat? How do they use their trunks? The students jot down their answers to these questions.Ibu Thornton menulis sebuah kata di papan dan berkata, "ini adalah kata serbaguna. Itu berasal dari dua kata Latin bagian — vert (vertere, untuk mengubah) dan ile (berkaitan dengan) — dan sarana dapat berubah atau digunakan dengan cara yang berbeda. " Dia menulis bagian kata dan definisi di papan bawah kata serbaguna dan lingkaran informasi. "Kata-kata apa Apakah Anda tahu itu berarti sama atau hampir sama dengan serbaguna?" Siswa menanggapi dengan berguna, fleksibel dan berguna. "Apa kata berarti sebaliknya?" Siswa menanggapi dengan tidak fleksibel, terbatas dan terbatas. Ibu Thornton webs mahasiswa tanggapan di papan tulis. Nama-muradif berselaput ke kiri dari definisi, dan Antonim berselaput ke kanan."Dalam bagian ini Anda akan membaca, kata serbaguna digunakan sebagai sebuah kata sifat. Kata sifat menjelaskan kata benda. Apa yang kata yang bisa digambarkan sebagai serbaguna?" Thornton Ibu bertanya. Siswa menanggapi dengan alat, orang dan jas. "Apa mungkin digambarkan sebagai serbaguna dalam suatu bagian tentang gajah?" Siswa menanggapi dengan belalai Gajah. "Mari kita menggunakan kata serbaguna dalam kalimat." Siswa menjawab, "gajah memiliki batang serbaguna." Semua siswa tanggapan ditambahkan ke web."Sekarang adalah waktu untuk membaca bagian. Ketika Anda membaca, pikirkan tentang jawaban atas pertanyaan saya menanyakan Anda. Saya ingin mendengar Anda berpikir saat Anda membaca. Jika kau benar tentang sesuatu, biarkan aku mendengar Anda lembut berkata 'ya.' Jika Anda perlu untuk memperbaiki informasi, biarkan aku mendengar Anda lembut berkata 'UPS.' Jika Anda belajar sesuatu yang baru, biarkan aku mendengar Anda lembut mengatakan 'wow' atau 'aha,' "kata Thornton ibu. (Carreker, 2004).Siswa mulai membaca bagian diam-diam. Interaksi mereka dengan berlalunya menjadi langsung jelas seperti koneksi subvocalized siswa, koreksi dan koleksi mengisi ruang.Ketika siswa selesai membaca bagian, Thornton Ibu meminta mereka untuk mengidentifikasi elemen-elemen penting bagian ekspositoris yang mereka baru saja membaca: ide utama, mendukung ide-ide dan rincian. Dia menulis unsur-unsur pada penyelenggara grafis pada proyektor overhead.Siswa kemudian membangun ringkasan ayat, dengan ibu Thornton melayani sebagai penulis dan menulis paragraf di overhead. Ibu Thornton mengingatkan siswa bahwa ringkasan ayat harus memiliki seperempat jumlah kata ayat ini, sehingga mereka harus memutuskan apakah informasi adalah yang paling penting. Ketika paragraf selesai, siswa membaca paragraf dan menjawab beberapa pertanyaan, baik secara lisan maupun dalam bentuk tertulis.Pelajaran membaca di kelas Mrs Thornton's mengilustrasikan pelajaran yang adalah bagian dari studi lima minggu intervensi. Studi ini dirancang untuk menentukan efektivitas sistematis instruksi langsung metakognitif strategi pembangunan pemahaman dan kosa kata, yang akan dibahas dalam artikel ini.