Strategy 4- Comprehension (context clues)

As described by Kelly, comprehension can be further enhanced with the intentional use of context clues. While they are reading, students can be asked questions such as "Does that make sense? How can we make it make sense?" If the passage did not make sense, ask students to 1) read it again, 2) read to their partners, 3) stop and think, or 4) talk to their partners. Monitoring for meaning is a skill that struggling readers need in order to strengthen their comprehension of text.

This strategy is more like a scaffolding at the beginning because the teacher is monitoring the comprehension of students by asking questions that would help would understanding. They also have the opportunity to understand this a little more because apart from having help from the teacher, they are also receiving help from peers. Studying another language can be very overwhelming and one word makes the paragraph have a completely different meaning that's why it is essential to have these questions to make students look at the text again and make sure they are heading the right direction. This can be used anytime that the teacher believes the text is more difficult to understand or just anytime you get blank faces after reading a text. As a facilitator back in the day I often had students read legendas (legends) with me when it was close to Halloween. I would ask question after several questions and then I would get a general idea whether they were understanding well enough or if we had to revisit the paragraph with any clarifications of vocabulary. At the end students would share with their peers what they understood and then we would all join as a class. 

Kelly, Crystal, and Linda Campbell. "Helping Struggling Readers (Comprehension." Johns Hopkins School of Education. N.p., n.d. Web. 04 Oct. 2015.