The proposal of a Stage One reading-groups timetable that integrates major comprehension components

Abstract

Because reading comprehension is intrinsic to understanding curricula-content, teachers must have a clear methodology for developing reading comprehension skills. This is particularly so for children with learning difficulties. Research shows, however, that many teachers do not regularly integrate skills for comprehension development into their program (Schumm, Moody & Vaughn, 2000; Moody et al., 2000). Comprehension pedagogy frequently lacks sequential strategy practices and fails to level activities appropriately. For teachers to succeed in raising comprehension levels, they need to have a clear understanding of the problems to attend to and a method to address them.