I don’t understand this English question and need help to study.
Read Classroom Scenario about Carmen.
Carmen can read the words in the stories, but when someone asks him what the story is about, he can’t remember. Ms. Simpson, his third-grade teacher, always has him read orally during class and consistently gives him praise for his word reading. However, whenever Ms. Simpson says, “Now tell me what the story is about in your own words,” Carmen is lost. He is beginning to dislike reading class because more and more time is being devoted to questioning about the stories rather than just reading out loud.
If a student can read the words, why might that student have difficulty comprehending what was read?
- When is a good time to begin comprehension activities?
- How can comprehension be encouraged across subject areas?
Carmen has the following two IEP goals:
1. After reading a short story, Carmen will answer oral comprehension questions with 80% accuracy in 4/5 trials.
2. After reading a short story, Carmen will answer written comprehension questions with 80% accuracy in 4/5 trials.
Identify two strategies for oral comprehension and two strategies for written comprehension for Carmen.
You should use evidence-based practices to teach reading comprehension. Be sure to cite your sources.