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Marlena Gastineau

CIED3293-004
RR CH1 CGU
What Really Lies at the Heart of Comprehension.
Chapter 1 of Comprehension from the Ground Up elaborates on how comprehension is
the basis of learning instruction and provides an overview of how the book illiterates a better
approach of reading instruction by using a revised pillar rather than the one developed in 2000.
While Phonemic Awareness. Phonics, Fluency, Vocabulary, and Comprehension are important
aspects of reading instruction, the pillars do not emphasize enough on how the students
comprehend the material. The students are given these lessons and expected to comprehend
what is happening, or why they are reading the material without reason, making the learning
environment overwhelmingly unengaging. When students are not engaged in the material, they
are not learning the material.
First, the revision of the five pillars provides an extensive breakdown. Comprehension
acting as the top, or scaffold. Comprehension is the main aspect that influences reading. If the
children are not able to understand the material they will not gain from the material. Next, the
pillars include accurate fluent reading, background knowledge, reading-writing
comprehension, and repertoire of strategies. These pillars work with each other to increase
comprehension. When the students are provided with opportunities to experience and practice
these five concepts, the student is able to understand and apply the material to themselves and
other situations later in life. Finally, the base that influences reading instruction is time to write,
read, and talk. Writing, reading, and talking rather independent or as a whole allows the student
to experience the material in their own way. Their own writing, their own language, as well as
using their own visual perception of the words to understand the material.
By using the revised pillar system described in chapter one, as well as, throughout the
book, teaching reading instruction will be more affective towards the young readers in the
classroom by providing opportunity to read, write, and talk in their own oral language, use
background knowledge to relate to the material, and use multiple strategies for comprehension to
gain a complete understanding of the material they are being exposed to.

Question Sticky; Chapter 1 elaborates on the Pillars and how reading instruction should
be taught today How does both of these systems differ from reading instruction from when you
first started teaching? Are these concepts widely known throughout the profession or a new
concept as a whole?

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