Teacher working with students via computer

Understanding and supporting comprehension

teaching practice
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For student year

Foundation to Year 6

Helps students to

  • engage in learning

Helps teachers to

  • support comprehension

Summary

For the secondary school version of this practice, go to:
Understanding and supporting comprehension (Years 7 to 12)

We know that comprehension is critical to learning, but it has wider implications. How much students comprehend affects how much they engage with, enjoy, and benefit from classroom activities and their interactions with peers and teachers.

When students communicate using spoken language, they can tell you if they don’t understand, or you can work it out by the way the students ask and respond to questions. However, when students are communicating mainly in ways other than speech, it can be more difficult to gauge their comprehension. By observing carefully and systematically adjusting classroom activities, you can learn a lot about how much a student is understanding.

This practice contains some practical tips to help you work out how much your students are understanding, particularly those students who communicate mainly in ways other than speech.

Watch this video to learn more abut this practice.

Duration 2:03


Australian Professional Standards for Teachers related to this practice

1.1 - Physical, social and intellectual development and characteristics of students

1.6 - strategies to support the full participation of students with disability

3.5 - use effective classroom communication

For further information, see Australian Professional Standards for Teachers AITSL page

What is comprehension?

Comprehension is the term used to describe students’ understanding. While we generally use comprehension to refer to students’ listening and reading, in this practice we think of comprehension in the broader sense - making sense of other people and the classroom environment. This includes listening and reading, as well as engagement with activities and interaction with peers and teachers throughout the day.

Why does it matter?

Comprehension lays the foundation for learning and participation. The more a student ‘understands’ the more they will be able to learn, participate in, and enjoy classroom activities. If students are struggling to understand, then activities become more difficult and less enjoyable for them. This in turn places more demands on you and other teachers, as you work to support the student’s learning.

Assessing and adjusting to students’ comprehension

As teachers, you align the way you teach to the strengths and needs of your students. This includes adjusting your approach based on your student’s comprehension. However, being able to do this relies on you having an accurate picture of how much each student is comprehending about other people and their classroom environment.

3 Strategies

Here are 3 strategies to help you figure out how much a student is comprehending in the classroom when they are using minimal speech:

  1. Look beyond words - Students will show you through their actions what and how much they understand.
    • Sometimes students may not be able to tell you, or show you, what they comprehend through talking. Looking beyond words for other communication modes provides insights into the students’ level of understanding. Three key communication modes for autistic students, beyond spoken communication, include facial expression, physical actions, and individual and augmentative communication.
  2. Look for differences in students’ engagement in different classroom activities that may reflect different levels of comprehension.
    • Looking for patterns across the day rather than only focusing on one point in time, a single activity, or a single situation can help you to work out how much a student understands. This involves considering routines, the timing of activities during the day and the week and considering external factors that may impact comprehension.
  3. Adjust to Assess - Making minor adjustments to classroom activities to gain clues about students’ comprehension.
    • Sometimes when things don’t work as expected it can be tempting to discard the activity and start again. This strategy is about making one small adjustment to an activity at a time to assess the impact on students’ comprehension. Sometimes one minor change can create a big difference to a student’s comprehension.

It works better if you:

  • Observe over time. Every student has different strengths and challenges, and responds differently to different supports in different situations. Use observations of students over a series of lessons or a period of time to inform the supports you put in place. This will help you to gather the information you need to identify the right type of support for the student, the activity and the session.

  • Discuss with others. Seek input from others as well as using your own observation skills. The student’s parents, siblings, and your colleagues will all have invaluable insights.

  • Record these for other teachers and support staff in some way, such as in a communication dictionary.

It doesn't work if you:

  • Make assumptions solely based on previous experience working with other students. This can be very risky as making assumptions about a student’s comprehension can affect their learning, self-esteem, and well-being.


A disclaimer: Seeking support

Before we go further, it is important to note that if you suspect a student is struggling with comprehension, it is important that you seek the relevant support within your school. Beyond the school teaching team, speech pathologists and psychologists specialise in these aspects of students’ development and should always be considered when it comes to seeking additional support.

 

Go to the In the classroom tab for more details on each of these strategies.