Angela Drysdale Head of Primary
Ailsa Crockett Primary Teacher – Learning Enhancement
Reading Comprehension: Reciprocal Teaching Embedded in this framework is the Taxonomy of Learning which categorises thinking according to surface, deeper and deepest. ‘Surface understandings are gained through literal comprehension, while deeper understandings emerge from a more analytical and critical approach to the material encountered. The deepest level is attained when students can transfer their understandings by applying them in an unfamiliar context or employing synthesis to create something with a level of originality’ (St Margaret’s Framework of Quality Teaching and Learning 2015). The Taxonomy of Learning is central to the learning process and informs all learning experiences, as it is applicable across all areas of learning. This is evidenced by it being the foundation for four research projects conducted in the Primary School including two mathematics projects described in Sunata (Edition 5 2017 and Edition 8 2018) and the project described within this article. Ultimately, the aim is for students to develop the ability to transfer known knowledge to an unknown situation. Literature that informed our project
In 2018, the Primary School conducted a research project. A key component of this research was to improve students’ reading comprehension by teaching them specific comprehending strategies. This article provides the background to the project, a review of the literature that informed the project and a short summary of the results. Background
15
The St Margaret’s Framework for Quality Teaching and Learning is the foundation for all learning at our school. It articulates the characteristics of the learning environment, the learning process and the pedagogy that links the two.
SUNATA
The impetus for this research arose from the analysis of the previous year’s NAPLAN results in terms of value adding from Year 3 to Year 5. The NAPLAN results showed that Year 3 and Year 5 students were achieving above the state and national average in reading; however, the growth in attainment, from Year 3 to Year 5, was not on the desired trajectory. Consequently, Years 3 and 4 were identified as the target group for this research project on developing reading comprehension skills.
The Taxonomy of Learning is the process that moves from surface, to deep, to transfer, which aligns with the work of Fischer, Frey and Hattie (2016). It is the role of the teacher to ensure that students are offered learning experiences that encourage students to be strategic learners who know when to focus on surface level and when to be deep (Fischer et al. 2016). The teacher has a vital role in supporting students to transfer learning and do this by helping students make their learning visible (Hattie 2009) or by ‘moving students into the realm of metacognitive functioning’ (St Margaret’s Framework of Quality Teaching and Learning 2015). Visible learning involves pedagogical practice that is consistent, research-based and effective practice that impacts students’ learning (Fisher et al. 2016). To make learning visible, teachers need to understand and know which strategies and instructional routines are useful in which teaching situation. Teachers also need to know when to concentrate on the surface and when to direct focus to a deep level (Fischer, Frey & Hattie 2016). Through a synthesis of meta-analysis, Hattie (2009) identifies strategies that have been found to have a high impact. Those strategies that have an effect size above 0.4 are considered within the zone of desired effect. The strategies employed by deep learners include being able to: think metacognitively (effect size 0.69); organise and transform (effect size 0.85); discuss ideas (effect size 0.82); and self-question (effect size 0.64) (Fischer et al. 2016). These strategies support a student’s ability to comprehend.
