Listening Comprehension skills versus Reading Comprehension Skills
I know that it may be confusing when you are writing goals but if you are the person that is reading the story to a child what we are measuring is listening. If the child is the only one reading the book then it is reading comprehension.
The two are linked but not the same.
Listening comprehension is a very important skill that assists the child in developing language skills. Vocabulary is linked to listening comprehension and especially in the lower grades, there is a marked difference in what children are bringing into the classroom. Reading books allow us to expose students to vocabulary, concepts and sentence structure that they may not be exposed to in oral language/conversation.
Reading comprehension: If you want to write a goal about reading comprehension you first need to know your child’s reading level. Reading level is measured through accuracy, comprehension, and fluency. Once you have the child’s reading level you also need to evaluate the type of questions that you are asking. A student may be able to answer very basic factual questions, but that does not mean that the child has comprehended the text.
Use Blooms Taxonomy to ensure that you are asking both factual questions as well as questions that will help you make an analysis of the student’s ability to infer, understand the central theme or message and to compare or contrast it to another book. This should be done for both reading and listening.
Text Talk is a read-aloud resource by Scholastic designed to build Tier Two vocabulary. When we use this resource we are working on listening not on reading.