"Comprehension is a creative, multifaceted process in which children engage with and think about the text," (Tierney, 1990).

Children are constantly working on their comprehension beginning early in their life and continuing for years after. Chapter 8 discusses the prerequisites a child needs to travel towards total comprehension based on reading factors. Children need to already have background knowledge and understanding of word in text and be able to read fluently. They need to have vocabulary background and have the ability to decode and using context clues to make meaning to an unknown word in a text. Chapter 8 discusses comprehension strategies that many use to understand text. Some of the strategies used are: activating background knowledge, connecting, determining importance, drawing inferences, evaluating, monitoring, predicting, questioning, repairing, setting a purpose, summarizing, and visualizing. Many of these strategies are pressed to be used through read-alouds and shared reading. In my practicum placement I see many of these strategies being implemented throughout the day. Mainly through read-alouds, the children consistently are predicating, inferencing, and connecting text with themselves and others. Chapter 9 focuses on children's comprehension in regards to text factors. There are three topics of text factors that are important when it comes to comprehension: genres, text structures, and text features. Children have to understand how a book is put together their ideas to make comprehension easier and quicker to understand. The chapter goes through many different genres such as fiction and nonfiction and goes into types of stories within these genres such as folklore, picture book, and fantasies and discusses the text features that the children gain knowledge about to again travel towards comprehension. Elements of story play an important role so children understand the different aspects of a story such as the plot, setting, and characters. This leads children to comprehending how the author puts together these aspects to

develop a full picture to the story. Children gain knowledge about description, sequence, comparison, cause and effect, and problem and solution through stories as such which act as large text factors. The chapter continues to go through all genres of stories and discusses the text factors children need to understand that help them comprehend the full picture of the story. Again I see a large portion of this being incorporated into my classroom where I attend practicum. My teacher uses diagrams and drawings to help guide the children towards comprehending aspects of text factors. During read-alouds my teacher each time askes the students about factors such as characters, plots, settings, and etc to make sure they are understanding and putting the text together to create one large picture.