Running head: Literature Review 1

Erin Woodson

National University

TED 690

November 26, 2018

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Abstract

This literature review utilizes the knowledge of two peer-reviewed articles that

emphasize the question of and the importance of comprehension. Comprehension, while it may

seem simple can be quite complex when trying to approach a teaching technique. However,

anticipation guides and double entry journals may be able to help teachers achieve those goals.
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Comprehension

For a teacher to be able to make content comprehensible for students, the teacher must

first understand the content well. After a thorough understanding of the content, the teacher must

be able to convert that understanding into comprehensible concepts and language for their

students to grasp. Although this concept seems easy to understand, and therefore master, the

ability to create connections and analogies for our students is one that may take practice. In Jack

Foster’s article Comprehension, he addresses this concept saying, “What we actually do, when

we pretend to understand, is to understand an analog of that which is under consideration. We

build a simple structure which has certain important features in common with that which we are

studying.” (Foster, p.364) Basically, he says that we create analogies in our head with prior

knowledge and the new concepts in order to comprehend new things. Teachers often use

scaffolding to try and attain this level of comprehension for students. Scaffolding, referring to a

variety of instructional techniques used to move students progressively toward stronger

understanding. Specifically, teachers build upon students’ experiences and knowledge as they are

learning new skills. When a teacher fully understands a concept and can convert the ideas into

language and understanding accessible to the students, he or she will have a better chance of

helping students attain comprehension.

Later in his journal Comprehension, Jack Foster also speaks on the question of

comprehension; stating, “The question of [comprehension], I think, boils pretty much down to

attaining an understanding of our ways of thinking and talking about it.” (Foster, p.368) In other

words, comprehension is not some foreign concept that we are trying to teach our students.

Comprehension is actually our ability to attain an understanding of our ways of thinking and
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talking about specific topics. With this understanding, teachers can utilize various techniques to

aide in the goal of comprehension. These techniques include: exhibits, analogies, anecdotes,

examples, comparisons, and many more.

Once a teacher understands how to approach student comprehension, plans in the

classroom will begin to reflect that understanding. This will be evident in the lesson plans and in

the conversations that are being held in the classroom. Everyone in the learning chain will be

able to see this understanding and therefore observations will showcase this.

Anticipation Guides & Double Entry Journals

Although there are many strategies to help students with comprehension, some have been

proven to continuously be effective for students at different levels. According to Apryl Poch and

Erica Lembke in their article, Promoting Content Knowledge of Secondary Students With

Learning Disabilities Through Comprehension Strategies, they say, “Anticipation guides and

[Double entry journals] DEJs are two comprehension strategies that help promote the acquisition

of content area knowledge.” (Poch & Lembke, p. 76) Both, anticipation guides-which activate

students’ prior knowledge before reading, and double entry journals-in which students identify

key quotations in a text and explain their meaning, create great opportunities for scaffolding in

the classroom to lead to greater comprehension.

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References

Foster, J. (2005). COMPREHENSION. Et Cetera, 62(4), 363-369. Retrieved November

26, 2018.

Poch, A., & Lembke, E. (2018). Promoting Content Knowledge of Secondary Students

With Learning Disabilities Through Comprehension Strategies. Intervention in School and

Clinic, 54(2), 75-82.