reading but not comprehending

[lgliser]

One of my girls (7 years old, 1st grade) is a good reader, as far as knowing words.  I have been getting her chapter books for the first time.  She read Junie B Jones Dumb Bunny (I know... quality literature!) and she got through it really really fast.  I asked her what it was about and she was able to tell me a little... she's not great at retelling but she tried.  So I went online to find some discussion questions to see if she really understood what she read.  She could only answer 1 or 2 of the questions.  It was really disappointing.  She was upset too because she insisted that she really had read it.

What do I do?  How do I get her to read to understand?  It seems silly that I'm even asking this because we use WWE and that's all about reading and comprehending... although maybe it's different when I am doing the reading....?

Please help me help her!

[marmac]

I have only been schooling for a short time but my daughter does the same thing. It was easier for her to draw pictures instead of writing about it. Of course I still have her write but when it comes to stories, it's easier for her to detail the story in pictures. She gets so detailed with the drawings that I KNOW she read it. Where as if I made her write it, she's focusing more on the actual writing than what she is writing. Hope this helps.

[Hunter]

There are many famous educators that warn not to ask comprehension questions to early readers. I don't do it EVER.

[Ellie]

One of my girls (7 years old, 1st grade) is a good reader, as far as knowing words.  I have been getting her chapter books for the first time.  She read Junie B Jones Dumb Bunny (I know... quality literature!) and she got through it really really fast.  I asked her what it was about and she was able to tell me a little... she's not great at retelling but she tried.  So I went online to find some discussion questions to see if she really understood what she read.  She could only answer 1 or 2 of the questions.  It was really disappointing.  She was upset too because she insisted that she really had read it.

What do I do?  How do I get her to read to understand?  It seems silly that I'm even asking this because we use WWE and that's all about reading and comprehending... although maybe it's different when I am doing the reading....?

Please help me help her!

 

Does she understand other things she reads? Can she answer questions for history or science or math?

 

Learning to retell what we have read is a learned skill for many. That she cannot retell her book to you doesn't necessarily mean she is not comprehending.

[Carrie12345]

My almost-7yo (just over a month shy) can't really retell what he's read independently.  I don't see that as a problem.  It takes a lot of effort to sound out and decode right now. As he gets more fluent, his brain can put more energy to understanding.

He's okay at retelling when I read to him. But he's not expending brain power to actually read the words!

[FO4UR]

From a 7yo, I would expect them to be able to retell 1-3 paragraphs at a time.  An entire book, or even an entire chapter is just too much.  

 

 

[Catwoman]

I wouldn't assume that she's not comprehending what she reads.

 

I seriously doubt that she would have read and seemingly enjoyed an entire book if she didn't know what was going on in the story.

 

Honestly, I think quizzing her and making a big deal out of it was a big mistake. She won't enjoy reading if you make her feel that she isn't doing it properly.

 

I know you meant well and that you were only trying to figure out what was going on, but I think you should lighten up on her, particularly when it comes to "fun" reading. If you want to help her develop her skills at retelling or at answering comprehension questions, start with having her work with a very short paragraph, and make it EASY so she develops some confidence. She's still just a little kid, so please remember that you have plenty of time to work on these skills.

[jennynd]

DS had same problem when he start chapter book. Try to have her read 1 paragraph at a time and ask her question after the paragraph and progress to page, then chapter but request for summery. We did that with DS for about a year and his comprehension finally caught up with decoding.

[rocassie]

My DD, almost 7, can breeze through the easy chapter books and it's only now, about a year after she started reading them, that she can "summarize" or "narrate" what happened in the book.  I did ask her questions, mostly because I was interested to know what she liked or didn't liked, but I had to ask simple questions.  Questions like, "What's the main characters name?; "Does main characters have any siblings?"; or "What does the main character look like?".  My DD loves to talk, and once I got her going on things she definitely knew, then much of the rest of the story started to come out.  Of course, it was jumbled and not in the order that happened in the story but I got the gist of what she comprehended.  I do want DD to enjoy reading therefore I try not to quiz her but rather have a conversation and open dialogue and letting it go if she doesn't seem interested.

[Hunter]

Decoding is a HUGE amount of work. There is little brain power left to comprehend the story even superficially, and nothing left to read between the lines.

 

Most little children are SO proud of decoding a whole book. They don't care if they understood it. They "read" it!! We don't want to steal their joy of this monumentous achievement.

 

McGuffey's Readers didn't start comprehension question until the middle of book 3. And book 3 is higher than 3rd grade. I think the Manual of Methods explains this. 

https://archive.org/details/eclecticmanualof00cincrich

[MistyMountain]

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[Hunter]

For early decoders, the instructor should continue to read aloud to the student. Comprehension questions and narrations should continue with the books that the instructor is reading aloud, but not with the books that the student is decoding.

[threedogfarm]

Hunter, think that it's great that you are making a very clear distinction between decoding and comprehension.  I'll also mention that WWE does not have the student read on his/her own until level 3 (which I think worked well in our house for late 3rd/4th grade) and even then it is suggested that the passage be read aloud if that is preferred. 

 

Also, I would recommend this lecture by SWB.  I found it to be very helpful.

[Chris in VA]

I think there is a difference between comprehending and remembering.

I can often read a whole book but can't remember later the exact progression of the story.

I "live" my books--and I can't necessarily tell you exactly what I did, moment by moment, yesterday, so it's the same for me with a story!

[ksr5377]

I have read from multiple resources that comprehension doesn't normally happy until they're older.  More of a 3rd-4th grade level thing.  Before that their mind is working hard at decoding.

[Hunter]

Also with "writing", some education philosophies only have the child copy when writing, but give their compositions orally. All THINKING and CREATIVE work is done by listening and speaking, until decoding and handwriting/spelling are AUTOMATIC.

[Catwoman]

I have read from multiple resources that comprehension doesn't normally happy until they're older. More of a 3rd-4th grade level thing. Before that their mind is working hard at decoding.

I disagree with that.

 

I think young children are often perfectly capable of understanding what they read, even if they can't verbally express the details afterward or answer a set of questions about it.

[Chris in VA]

I disagree with that.

 

I think young children are often perfectly capable of understanding what they read, even if they can't verbally express the details afterward or answer a set of questions about it.

 

Absolutely agree. It's sort of a no-brainer.

 

I mean, it's not all that fun to decode without comprehension.  :huh:

And it's a rare child who just sounds out words without a clue as to what they mean!

[Ellie]

I have read from multiple resources that comprehension doesn't normally happen until they're older.  More of a 3rd-4th grade level thing.  Before that their mind is working hard at decoding.

 

Yeah, I don't believe that. I think that even multiple resources can be really off base.

[mrsduenes06]

My son is 6 1/2 and I was just asking this very same question to a retired reading specialist.  She recommended this method called ReQuest, short for reciprocal questioning, and I think you can google it to find out more.  Basically, you start with just a sentence at a time, and have your student read it, and then have them ask you a question about the sentence.  If they need help, you can model by asking them a question.  I think you take turns asking questions too.

 

In a gentle way (i.e. not requiring them to recall an entire chapter) it encourages students to pay attention more to the meaning of the sentence once they've decoded it.  Eventually, you can add on more sentences, then a paragraph or two, etc.  You can also just talk about what the sentence means if they don't know to determine where their understanding is faltering - it might be a question of vocabulary, or even phrasing.  I know that some books I have read aloud have been more difficult for the kids to follow not because they don't know what individual words mean, but because phrasing is used that can be drawn out, complex, etc. and it's hard to keep track of it all when you're simply listening.

 

I experienced this in a similar way when I was learning a new language in an immersion context, and could easily understand some native speakers, but others would lose me because they used different ways to say things.  

 

I do believe that some of it may not happen until my son reaches a higher grade, but in the meantime, I like having something I can try with him.  I don't plan on making it high pressure, though - just a simple exercise where we see if we can get better at something.

 

 

[pollo_la]

There are many famous educators that warn not to ask comprehension questions to early readers. I don't do it EVER.

 

Great advice! I agree 100% I never asked my oldest anything when she was starting out, ever! Gradually over time she would come to me and tell me things, but I never asked. She reads AND comprehends at a high school level now (she's 9).

[pollo_la]

Yeah, I don't believe that. I think that even multiple resources can be really off base.

 

I agree with this too. They DO comprehend, it's just hard to put into words sometimes, AND they don't necessarily get out of it what we think they should. They may be focused on something completely different about the story and no what we specifically ask them.

[Hunter]

There are so many things in education that come just by waiting. Waiting until the student is decoding and has mastered a form of handwriting and is spelling about 500 words with accuracy, just makes it SO much easier to begin comprehension exercises and writing.

 

Public schools need to rush comprehension questions and written output, because they don't have the time to listen, and they don't trust students. We don't need to inflict their methods on our students.

 

We can just read to them and talk–not quiz–them. We can just let them curl up with books and do whatever they want with them. We can let them fall in love with books. When you love something you do it well. If students love books they will seek to comprehend them. It will take care of itself.

 

By the standards of this forum, I had a poor educational experience, but I'm realizing the deprivation actually served me well. I was left alone, and I didn't burn out. I had lots of time to read while I was being educationally neglected. I read and read and read. No one kept track of what I was reading, or if I was learning anything at all from those books. We often do more harm than good, by rushing things, and trying to do "better".

[KJB]

The best thing you can do to support her comprehension is read the book yourself and discuss it with her. Tell her your favorite part. Ask her what she thought when something happened in the book that you found entertaining. Talk to her like a friend who has read the same book and not as a teacher with a quiz.

 

I wouldn't make it a "reading comprehension" job, but rather a joint venture into discovery and enjoyment of a book. You will help her understand the story better as you discuss which will improve her comprehension when she reads a new book. The more you share and discuss the more she will want to read so you can talk about a new book together. It's fun to have book chats over tea and cookies. Make it a joy and not a chore.

 

And there's nothing wrong with Junie B. and a host of other early chapter books that are silly. Kids love them. Kids read them. Reading these types of books leads to reading more complicated literature. They have to start somewhere.

[MistyMountain]

For early decoders, the instructor should continue to read aloud to the student. Comprehension questions and narrations should continue with the books that the instructor is reading aloud, but not with the books that the student is decoding.

There are so many things in education that come just by waiting. Waiting until the student is decoding and has mastered a form of handwriting and is spelling about 500 words with accuracy, just makes it SO much easier to begin comprehension exercises and writing.

 

 

 

 

My dd actually comprehends more when she reads something herself then when I read to her. She has no problems at all with decoding. She is a a very good speller and can spell lots and lots of words and remembers after being told just once. She is also a decent writer for her age. 

[lgliser]

Wow, thanks everyone!

 

I hadn't really considered that reading silently and being read to are so very different.  Chalk it up to being my first year of homeschooling.  I am still learning!  That's why I just love it here.  I am always learning something new... and learning new ways to think about things.  And learning to chill out!!!  :)