SOLUTION

Reading Comprehension Strategies

Part 1

My Awareness of Whether I am using Cognitive Strategies

Cognitive strategies are defined by Winn et al. (2019) as learning processes that enable a learner to grasp complex content fully, retain it, and apply it in solving related arising challenges. Therefore, going by this definition, I am usually aware that I am using cognitive strategies when I adhere to distinct actions or routines. By implementing and repeating certain actions/routines, I always tend to avoid barriers that may hamper my understanding and the entire learning process. Moreover, through their implementation/ repetition, a learning structure ought to be created, providing reliable steps that promote understandability.

Cognitive Strategies I use Often

Self-questioning is a cognitive learning strategy that I mostly find effective in retaining essential information. This strategy works by searching for important content in a text, organizing it, and then generating queries regarding them.

My Awareness Regarding Metacognitive Strategies

            I am usually aware that I am using metacognitive strategies. This is because I use self-questioning, which is essential to metacognition, according to UNC (n. d). Hence, UNC (n. d), states self-reflective questions are important in identifying concepts we already know, including those we ought to and ought not to work on.

Reasons as to Whether I am a Strategic Reader

I am also a strategic reader because I employ all the relevant strategic reading skills to extract information from a text. According to McEwan (n. d), a good reader possesses question generation and inferring skills. Hence, these are evident from my self-reflective questions and content summarizations.

Effect of My Strategy use on My Comprehension

Through self-questioning, I have increased my efficiency in integrating and remembering content, paraphrasing statements, as well as editing and classifying information per their relevance.

Part 2

Based on the questions from the teacher checklist, Mr. Abrams’s instruction about nonfiction text factors only covers some of the essential teaching components at the expense of others. The teacher’s instruction effectively covers the standards, categorization of books by genre, identification of plot and theme, expository text structures, nonfiction text features, and application of text factors. Standards such as the learning environment standard is explored through the creation of suitable learning environments, which involved the rental of aquariums and frogs. Book categorization involved student discussions regarding the classification of books as to whether they were nonfiction books, storybooks, or poetry books. Plot and theme identification necessitated students to first identify their purpose for listening and then answer questions later. Expository text structures involved students’ identification of descriptions, cause and effect, sequences, problem and solutions, and comparisons. In nonfiction text features, students covered the table of contents, index, and headings, while in the application of text factors, Mr. Abrams assessed the students through a rubric.

Contrary, from the teacher checklist, the instruction failed to cover narrative devices, poetic forms, and poetic formulas/devices; hence, the recommendations to improve. In order to effectively cover narrative devices like imagery, flashbacks, and symbolism, Mr. Abrams should use figurative language that can aid students to relate the author’s information to their environment (Wiehardt, 2020). Moreover, in teaching poetry (poetic forms, poetic formulas/devices), Mr. Abrams can first begin by sorting them out in accordance with their topic, theme, style, and difficulty (Marypat, 2021).