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READING AS AN INTERACTIVE PROCESS: IMPROVING STUDENTS' READING
COMPREHENSION
Maxsitaliyev Ulugʻbek Xursanali oʻgʻli
Faculty of English Language and Literature
Department of Foreign Language and Literature
Fergana State university
https://doi.org/10.5281/zenodo.14286471
Abstract:
Reading comprehension is a dynamic and interactive process essential for
academic success and critical thinking. Despite its importance, many students face significant
challenges in developing effective comprehension skills. This article explores evidence-based
practices to enhance students' reading comprehension by synthesizing key findings from
seminal research. Strategies such as explicit instruction, scaffolding, fostering motivation, and
integrating interactive elements are discussed. Emphasis is placed on the role of teacher
guidance, differentiated instruction, and the use of authentic texts to create engaging learning
environments. My perspective highlights the need for a multi-faceted approach tailored to
diverse classroom contexts. The article concludes with recommendations for bridging research
and practice, particularly for addressing disparities in educational resources and adapting to
hybrid learning environments.
Keywords:
Reading comprehension, interactive process, reading instruction, adolescent
literacy, evidence-based practices.
Introduction
Reading comprehension is a complex, interactive process that involves decoding,
understanding, and critically analyzing written texts. Effective reading comprehension
instruction is essential to equip students with the skills to process and interpret information.
However, many students struggle with reading comprehension due to limited vocabulary, poor
background knowledge, or insufficient instructional strategies. This article synthesizes key
findings from influential studies to explore effective practices for improving students' reading
comprehension.
Methods
This article draws upon research-based frameworks and interventions from five seminal
works:
1. Duke & Pearson (2002): Effective practices for developing reading comprehension.
2. Guthrie, Wigfield, & Perencevich (2004): Concept-Oriented Reading Instruction (CORI).
3. Kamil et al. (2008): Recommendations for adolescent literacy interventions.
4. National Reading Panel (2000): Evidence-based reading instruction.
5. Pressley (2000): Comprehension instruction strategies.
These works were analyzed to identify key instructional strategies and their application
in real-world classrooms. The discussion is augmented with my perspective on how to
implement these strategies effectively in diverse educational contexts.
Results
Key Findings
1. Interactive Nature of Reading
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Reading comprehension involves multiple components, including decoding, vocabulary
development, and text structure knowledge (Duke & Pearson, 2002).
1
Effective instruction
focuses on integrating these components rather than isolating them.
2. Motivation and Engagement
Guthrie et al. (2004) emphasize that students' motivation significantly impacts their
reading comprehension.
2
The Concept-Oriented Reading Instruction (CORI) framework
combines content knowledge, strategy instruction, and motivation-enhancing practices to
engage students actively.
3. Explicit Strategy Instruction
According to the National Reading Panel (2000) and Kamil et al. (2008), teaching
strategies such as summarization, question generation, and visualization can improve
comprehension. Explicit modeling of these strategies helps students internalize and apply them
independently.
4. Adolescent Literacy Interventions
Kamil et al. (2008) highlight the need for targeted interventions for adolescent readers.
These include differentiated instruction, peer collaboration, and the use of multimedia
resources to make reading more accessible and engaging.
5. Teacher Guidance and Scaffolding
Pressley (2000) underscores the role of scaffolding in comprehension instruction.
Teachers must gradually release responsibility to students, enabling them to become
autonomous readers.
3
Addressing reading comprehension challenges requires a multi-faceted
approach. Teachers must create interactive and supportive learning environments where
students feel encouraged to explore texts critically. Integrating technology, such as e-books and
online discussions, can further enhance engagement. Furthermore, aligning reading materials
with students' interests and cultural backgrounds fosters deeper connections to the text.
Discussion
Improving students' reading comprehension demands a shift from traditional, passive
reading practices to active, interactive strategies. As demonstrated by the studies analyzed,
fostering engagement, teaching explicit strategies, and providing scaffolded support are critical.
Additionally, students should be given opportunities to apply their comprehension skills in
authentic contexts, such as debates, presentations, and collaborative projects.
While these strategies are effective, their implementation must consider classroom
diversity and resource availability. For example, low-income schools may face challenges in
providing access to diverse reading materials or technology. Addressing these disparities
requires systemic efforts, such as increased funding and teacher training.
Conclusion
1
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup
& S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). International
Reading Association.
2
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Motivating reading comprehension: Concept-oriented
reading instruction. Lawrence Erlbaum Associates.
3
Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-561). Lawrence
Erlbaum Associates.
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Reading comprehension is a cornerstone of academic success and lifelong learning. By
adopting interactive, evidence-based practices, educators can help students overcome
comprehension challenges and become confident, critical readers. Future research should
explore how these strategies can be adapted for online and hybrid learning environments to
meet the evolving needs of 21st-century learners.
References:
1.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading
comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading
instruction (3rd ed., pp. 205-242). International Reading Association.
2.
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Motivating reading comprehension:
Concept-oriented reading instruction. Lawrence Erlbaum Associates.
3.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving
adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE
#2008-4027). National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of Education.
4.
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: An evidence-based assessment of the scientific
research literature on reading and its implications for reading instruction (NIH Publication No.
00-4769). U.S. Government Printing Office.
5.
Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.
L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3,
pp. 545-561). Lawrence Erlbaum Associates.
