Classroom Problem Solving: Reading

An area that students may experience the most difficulty in is reading. Reading skills involve comprehending material, making predictions, identifying main idea, making judgments and decisions, and using proper resources. When students are given the opportunity to work together with other students while reading material they are more likely to discuss problem solving processes (Walker, 2005). Problem solving techniques in reading must be modeled, organized, and well-planned by the classroom teacher (Arthaud & Goracke, 2006).

Walker (2005) conducted a study in a third grade classroom using a self-questioning technique during reading instruction. The self-questioning technique was hypothesized to aid students in better prediction of outcomes in reading, as compared to students who only answered questions directed by the teacher. Along with this technique, students used self-evaluation sheets to aid in class discussion and solve problems during reading (Walker, 2005).

The following self-directed questions were first demonstrated by the teacher and then practiced by students:

What must I do? I must predict what might happen. I predict... What’s my plan? I must use the text and what I know. Does that make sense? Oops! It doesn’t. I can change my prediction. Did it fit? Yes, I knew it! That sure fits. I am on the right track. (Walker, 2005, p. 689)

After the reading, students were guided through self-evaluation sheets answering questions reflecting upon their self-questioning (Walker, 2005). Results concluded that this helped some students with problem solving, questioning, and predicting in reading. Results also showed that quiet students did not benefit from the self-questioning technique and continued to struggle with reading (Walker, 2005).

Struggling readers may benefit from story mapping, or story webbing, and outlining. A story web is an organized way to help students pick out important information in their reading; story webs can be very simple at the beginning of the school year and then develop into more complex webs (Arthaud & Goracke, 2006). Arthaud & Goracke (2006) conducted a study in a fourth grade classroom to determine whether story webs and outlining would help struggling readers. The fourth grade classroom observed was composed of twenty students, four of them having an individualized education plan. The students were first taught how to use the story web by a demonstration from the teacher. Then students were instructed to use the web while reading Sarah, Plain, and Tall. After students began to master story webs in reading, they were taught to carry them over into other subjects (Arthaud & Goracke, 2006).

Results showed that students were able to take responsibility for their own learning by using the story webs. Students with higher reading levels were easily able to carry the webs over into the other subjects. Students with lower reading levels benefited by using the story webs, but continued to use the teacher’s help in completing them. Students with individualized education plans struggled using the story webs and continually needed aid from the teacher. The teacher commented that using the story webs early on in the school year did help encourage students to read and aided in reading comprehension (Arthaud & Goracke, 2006).