help needed with comprehension in yr2 boy

[simpson]

Hi

My yr2 DS's reading level is very good in actually reading the words correctly and his understanding of the story was fine (so I thought) but I spoke to his teacher on friday as I felt his school reading books were too easy and she says its his comprehension that is holding him back (which IMO is fair enough now I know iyswim)

He seems to answer questions correctly about the actual book and what is in the story iyswim but its the thinking outside the story that seems to throw him.

For example we have been reading a book about a naughty girl who comes to tea and creates havoc, he can answer what she has done and why etc and what she might do next but not why she is there (ie invited for tea iyswim)

Any ideas on how to help would be appreciated!! [hgrin]

[CecilyP]

As far as I can see, that isn't really comprehension because the information isn't actually there to be comprehended. Does he perhaps think it (and similar) is a bit of a silly question? Does he know that there is no actual right answer and that he can come up with whatever he likes? Not that there can be that many possibilities!

[simpson]

cecily - I think you are right on it not really being comprehension.

When he is asked a question like this he just looks confused.

TBH I guess it might be a confidence thing, as you say there is no or wrong answer.

[Teacher401]

It sounds like an AF3 focus, which is on deducing and infering information, that he is lacking in rather than comprehending what is there.

[simpson]

how do I help him with that??

[foreverchangingname]

Bumping this for you as sounds like a good question.

[mrz]

When you ask "why is she there?" do you say "why do you think she is there?" or "why is she there?" ... for example

[EllenJaneisnotmyname]

Inference, deduction and prediction do require some maturity. They are definitely a skill that is aquired later than straight comprehension of the text. It may be that your DS just hasn't quite got there yet and questions around the story should help him improve that skill.

eg In a story about children at the beach you could ask, 'What season do you think it is?' Then if they answer 'Summer,' 'Why is it more likely to be summer?' Or 'What is the difference between a beach and a park?'

Or as a silly example, in Jack and Jill you could ask, 'Do you think Jack and Jill are friends?' 'Why do you think that?' 'What do we use to get water from in our house?' 'Do you think the story is set today or in the past?'

That may be getting too advanced, but you get the idea.

[EllenJaneisnotmyname]

*acquired

[foreverchangingname]

What if a child's inference is behind their general comp and vocab?

If they can say, decode and read books at a much higher level but wouldn't always 'get' the subtleties in harder books, what would a teacher do with their reading level?

[EllenJaneisnotmyname]

I would guess they would try books with easier plots. Ideally there would be books at school that are suitable for that particular profile, but somehow I doubt it.

[EllenJaneisnotmyname]

Children do guided reading at school with their teachers to help extend these skills, but parents obviously have more opportunity for 1:1 practice.

[simpson]

Thanks for the replies

TBH I think part of the problem is that we have had no books from school at all until the day before half term.

I have been getting books out of the library though.

mrz- tbh the first time round I might ask "why is she there" and when he says he does not know then I reword to "why do you think she is there" does not seem to make much difference

TBH he is very good at right and wrong answers ie spellings that are right or wrong and times tables, mental maths etc. He just needs help or more confidence in thinking for himself iyswim. I have tried to emphasise that there is no right or wrong answer.

foreverchangingname - that is exactly the problem that I have. DS's reading level is much higher than the school have given him and when I asked they told me he needs to work on his understanding of plots etc (which is fair enough) TBH once his confidence grows I think he will fly through the books although he is a bit disheartened at reading "easy" books iyswim.

[pennefab]

Remember that the reading level should, theoretically include ability to infer and deduce, not just decode. My DC (yr 3) has had high ability to decode and read the words and story fluently... but is not up there with the comprehension, inference, etc. The desire to increase reading levels due to fluency is not sufficient to move up. So we find extended reading, outside reading, etc. and ask, ask, ask him questions (easy at first, building up to having DC make connections or inferences).

I personally think that at young ages, the ability to answer concrete questions (yes, no, easily find answer on page, do math calculations, etc.) is related to the concreteness of their understanding. Much easier for them. As children mature, gain more life experience, see and do more, they can move away from the concrete and start inferring a lot more. It can be as simple as a time issue.

If the books your DS is getting from school are too "easy" and leave him disheartened, see if with questions, you can have him change personalities of the characters (what would happen then?), change the setting, see if the story is similar to any others that he has read, etc. Anything to get him thinking beyond the story...

You could go so far as to explain to your DS that since you know he is so clever and that you figure the story is super easy (bolstering confidence), he should try to come up with new character or setting or event to add to the story...can he make it more exciting? Just some thoughts based on what we've done.

If coming up with a new character or setting is too tough...you can insert a character or plot device he knows (what if the character in the book met a Jedi? What might the character say to the Jedi? or what if the character found a magic ring...what would the character wish for or do?)

[madwomanintheattic]

is he trying to find the 'right' answer? so often with school there is only one answer which is 'right' that if it isn't the case it can throw them - they will be wracking their brains to remember something in the story that they might have missed. i think the crucial part is to bump up the imaginary aspect and make it lots of fun. to go from lots of concrete stuff 'what did the dog do when he found the bone?'/ 'whose birthday was it?' to something not found within the pages of the book is definitely a jump.

def make it fun.

[simpson]

thanks, fab ideas

I am very proud of him because he is 31st Aug (so youngest in yr) and is in general doing well at school despite setbacks (has been bullied badly this yr) so really want to boost his confidence iyswim.

[simpson]

madwoman - he is definately trying to find the "right" answer....

We have started to write a story together which he is loving ie I started it with "Once upon a time there was a girl called XXXX who lived in a deep dark wood and she was told never to stray off the path because...."

Then I hand it to him to write a bit and hope to keep it going...

[simpson]

pennefab - some fab ideas, he needs to read the school book again before monday so I will give that a go