Reading Comprehension through Metacognitive Skills and Memory Strategies

By

Dr Gavin Reid

There are many types and levels of reading comprehension. This workshop familiarizes educators with practices that help students develop effective comprehension strategies as they read for different purposes.

There is reliable evidence that reading comprehension difficulty also occurs frequently in children who are actually good decoders and spellers.

A breakdown in reading comprehension can occur for any number of reasons.Research shows explicit instruction in comprehension strategies is highly effective in enhancing comprehension.

The presentation looks at a range of formal and informal assessment strategies to identify children with Dyspraxia and Dysgraphia (and the overlap with dyslexia).

This presentation also focuses on creating effective learning experiences for children with a range of specific difficulties such as Dyspraxia and Dysgraphia and highlights how effective learning can be achieved. The emphasis is on how we can support children to manage and control their own learning and develop independence in learning.

Reading Fluency: The Key to Comprehension but Much More than Speed!

• What is reading fluency?
• What is the difference between fluency, automaticity and accuracy?
• How can speed put fluency at risk?
• The development of word recognition.
• What are phonemes, graphemes and morphemes?
• What is chunkig and how does it relate to reading comprehension?
• What is prosody?
• How to transfer fluency skills into an effective reading comprehension?

• What is dyscalculia?
• Why children give up on maths?
• Several factors affect how children learn maths such as: Mathematics Memory, Slow Processing
  , Short-term and Working Memory.
• Maths starts with counting. It’s what happens next that matters.
• What about Estimations?
• What do you do when your child can’t remember the times tables?
• Do we speak maths as a foreign language?