Teaching reading comprehension: modeling aloud a reading strategy to help students connect with text

Teacher research was conducted in two elementary classrooms, nineteen first graders with twenty-six fourth and fifth graders during reading instruction. Data was collected over a period of five weeks, to examine student development over time. The focus of instruction was a specific reading strategy, schema, which involves activating relevant prior knowledge before, during and after reading. The teachers modeled their own personal connections aloud, in order to demonstrate the reading strategy and develop students' ability to connect with the texts. Pre and post-tests indicated that the instruction was beneficial in helping students connect with the text. Likewise, students' daily journals reflected an ongoing development of their understanding and implementation of the reading strategy.