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COMPREHENSIONCOMPREHENSION
Text Comprehension Instruction
Developed by Jo Miller King and Kathy Casey
Workshop Goals
To relate comprehension strategies to the Delaware State Standards and the National Reading Panel
To review research about proficient reading strategies
To review and develop activities for teaching good reader strategies
TTAPATTAPATurn To A Partner And . . .Turn To A Partner And . . .
Use this activity often in your classroom to encourage your children to talk to each other.
This activity enables you to control the talking while still allowing children to develop thinking/comprehension.
The person doing the
talking is doing the learning.
Traditional Comprehension Skills
Finding the Main IdeaIdentifying DetailsDetecting the SequenceDrawing ConclusionsDetermining Cause and EffectComparing and Contrasting
Skills - Strategies
Research suggests that teaching skills in isolation does not transferto reading comprehension.
Reading is
constructing
meaning from
print.
Historical View of Reading
Traditional Views New Definition ofReading
Research Base Behaviorism Constructivism
Goals of Reading Mastery of isolated factsand skills
Constructing meaningand self-regulatinglearning
Reading As A Process Mechanically decodingwords; memorizing byrote
An interaction among thereader, the text, and thecontext
Role of the Learner Passive; vessel receivingknowledge from externalsources
Active; strategic reader,effective strategy user,cognitive apprentice
Vygotsky’s Zone of Proximal Development
ActualDevelopment
Zone ofProximal
Development(ZPD)
PotentialDevelopment
Zone of Proximal Development is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance.
Wooten, D. (2000, pp. 19). Valued Voice: An interdisciplinary approach teaching and learning. Newark, DE: International Reading Association.
More Ways to Strengthen Reading Comprehension
Good readers have several strategies in common. They make connections between prior knowledge and the
text. They ask questions. They visualize. They draw inferences. They determine important ideas. They synthesize information. They “repair” understanding.
These strategies can be taught. The teacher must gradually release the responsibility of the strategy to the student, much in the same way a young child learns to ride a bike from his/her parents.
Pearson, Roehler, Dole and Duffy propose:
These strategies become the kindergarten through twelfth-grade reading comprehension curriculum
A lengthy list of discrete reading skills does not add up to proficient reading
Teachers understand the cognitive processes used most frequently by proficient readers and they provide explicit, in-depth instruction focused over a long period of time on these strategies
Teachers use authentic and challenging texts (high quality children’s literature and will-written nonfiction) to help students move along the continuum from novice to proficient reader
(Keene, E. & Zimmermann, S. (1997) Mosaic of Thought. Portsmouth: Heinemann.)
Cognitive Strategy Instruction
When readers are given cognitive strategy
instruction, they make significant gains on
measures of reading comprehension over
students trained with conventional
instructional procedures.
(Pressley, et al., 1989)
National Reading Panel Full Report, 1999
Five Premises Basic to Reading Comprehension
Reader constructs meaning by making connections between new information and what is already known
Prior knowledge plays an important role in learning
reading and writing are connected learning is a socially interactive processcomprehension is dependent on
METACOGNITION
Metacognition is thinking about
what you are thinking.
Reading comprehension is thinking
about what you are thinking while
you are reading.
The Human Graph
What I Know About Schema TheoryNothingA LittleDon’t Know What I KnowSome A Lot
Schema Theory
PATTERNS
Science
Literacy
Art
Music
Nature
plants
graphics
reading
writing
language
The questions that p___________ face as they raise ch__________ from in________ to adult life are not easy
to an__________. Both fa________ and m________ can become concerned when health problems such as
co________ arise any time after the e________ stage to later in life. Experts recommend that young
ch________ should have plenty of s________ and nutritious food for healthy growth. B________ and
g________ should not share the same b________ or even sleep in the same r________. They may be afraid of
the d________.
Poultrymen
chickens
incubation
answer
farmers
merchants
coccidiosis
egg
chicks
sunshine
banties
geese
barnyard
roost
dark
Comprehension is not something that just
happens.
Comprehension needs to be taught.
SAIL Article
How to Teach Comprehension Strategies?
Teacher Modeling Explain the strategy Demonstrate how to apply the strategy successfully Think aloud to model the mental process when readingGuided Practice After modeling, give students more responsibility for task completion Scaffold students’ attempts with feedback and support Students share their thinking process with each other during paired reading
and discussion groupsIndependent Practice Students try to apply strategy on their own Students receive regular feedback from teacher and other studentsApplication of the Strategy in Real Reading Situations Students apply an understood strategy to a new genre or format Students demonstrate the effective use of a strategy in a more difficult text
Students need to practice the strategy at the
listening level before applying the strategy at the
reading level.
THINK ALOUDSFor Teaching Good Reader Comprehension Strategies
ConnectThis reminds me of . . . I remember something like this that happened to me when . . . Predict/AnticipateI wonder if . . . I wonder who . . . I think I know what is coming next . . . I think we will learn how . . . Question/MonitorI wonder what is means when . . . I don’t understand . . . I am going to reread that because it didn’t make sense . . .
THINK ALOUDS (Continued)
Imagine/InferEven though it isn’t in the picture I can see that . . . Mmm, I can almost taste the . . . I can picture the . . . Summarize/ConcludeThe most important thing I have learned so far is . . . It didn’t say why she did that but I bet . . .So far I have learned that . . . Evaluate/ApplyMy favorite part in this chapter was. . . I really like how the author . . . What I don’t like about this part is . . . It was interesting to learn that . . .
How to Teach Comprehension Strategies?
Teacher Modeling Explain the strategy Demonstrate how to apply the strategy successfully Think aloud to model the mental process when readingGuided Practice After modeling, give students more responsibility for task completion Scaffold students’ attempts with feedback and support Students share their thinking process with each other during paired reading
and discussion groupsIndependent Practice Students try to apply strategy on their own Students receive regular feedback from teacher and other studentsApplication of the Strategy in Real Reading Situations Students apply an understood strategy to a new genre or format Students demonstrate the effective use of a strategy in a more difficult text
JIGSAW
How to Teach With Comprehension Strategies in Mind?
#1 - Lesson: Visualizing From a Vivid Piece of Text
#2 - Lesson: Schema - It Reminds Me Of
#3 - Lesson: Connections
#4 - Lesson: Inferring
Comprehension Instruction in a Balanced Literacy Program
Read AloudComprehension strategies are explicitly modeled
Guided ReadingComprehension strategies are explicitly taught with lots of guided
practice
Shared Reading/Literature CirclesComprehension strategies are modeled and some guided practice is
provided.
Independent ReadingComprehension strategies are independently practiced and applied.
The LessonResearch Suggests a New Format
Reading
assignment given
Independent reading
Discussion to see if students learned main concepts, what they “should have” learned.
Traditional Format New Format
Prereading activities
Discussion, Predictions, Questioning, Brainstorming, Setting Purpose
Guided Reading
Activities to clarify,
reinforce, extend know-
ledge
Guided Reading Instructional Plan
BeforeRivetK-W-LWebbingPredictions Word Prediction Prove It Anticipation GuideResponse LogPreviewingI wonder
DuringStory SectionsEverybody Read to… (ERT)Genre StudyText-Related TopicsPaired ReadingCooroperative RdngLiterature CirclesStop and RetellPost-It ReflectionsReciporcal Teaching
AfterCompare/ContrastRetellingSketch-to-StretchSkits, Puppets, and Readers TheaterChoral ReadingResponse LogsSequelTwo Word ActivityAlphaboxes
JIGSAW
#1 Alphaboxes
#2 My Turn Your Turn
#3 Read, Cover, Remember, Tell
#4 Word Prediction
Methodology of the National Reading PanelCategories of Comprehension and Instruction
Comprehension Monitoring Cooperative Learning Graphic Organizers Active Listening Mental Imagery Mnemonics Multiple Strategies Prior Knowledge Question Answering Question Generation Story Structure Summarization Vocabulary-Comprehension Relationship
www.readinglady.com
A source for reading lessonsHandout contains comprehension
strategy lessons from the “reading lady”
Simple lessons that you can do right away in your classroom
ENJOY!!!
THE PEOPLE SEARCH
A Post-Strategy for
Reading Comprehension
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