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Today’s session
1. Thinking ahead – final projects2. Reading comprehension presentation3. Unpacking comprehension4. Break5. Repacking comprehension
Final projects
• Meeting the Needs of English Language Learners in Science Classrooms
• Math difficulties for children with reading difficulties• When “Sound it Out” Is Not Enough: The Role of Scaffolded
Prompts to Encourage Fluent and Accurate Word Reading • Why bother with motivation: a literature review• A “One Size Fits All” Instructional Method? The Efficacy of
Reciprocal Teaching to Improve The Comprehension of Struggling Readers
• What Role does Phonology Play in the Acquisition of Reading Skills for Prelingually Profound Deaf Students?
• Grassroots Approach to Reading Difficulties: How can we most effectively utilize community volunteers?
Why might comprehension be poor?
Reading comprehension
Processing strategies
Short-term memory/listening
comprehensionVocabulary
What do we do about it?
Reading comprehension
Processing strategies
Short-term memory/listening
comprehensionVocabulary
What do we do about it?
Reading comprehension
Processing strategies
Short-term memory/listening
comprehensionVocabulary
What do we do about it?
Reading comprehension
Processing strategies
Short-term memory/listening
comprehensionVocabulary
What do we do about it?
Reading comprehension
Processing strategies
Short-term memory/listening
comprehensionVocabulary
“hippopotamus”
How do you say it?(can you retrieve it or does It remain on the ‘tip of yourTongue’?)
How do you read/spell it?
How is it different to ‘rhinoceros’ or ‘crocodile’?
Is that a word in my language?
What does it mean?
Depth
Word Know it well, can explain it, use it
Know something about it, can relate it to a situation
Have seen or heard the word
Do not know the word
tyranny
surreptitious
grapnel
purport
sensitive
dubious
How can vocabulary be problematic?
• Basic, functional vocabulary• Words with important syntactic functions
(wh question words, prepositions)• Category words• Multiple meaning words• Comparing, description words• Idioms, figures of speech
How much can I rely on context…?
• Students must read widely enough to encounter a substantial number of unfamiliar words
• Multiple exposures will be necessary• Students need skills to infer meaning from
context
How much can I rely on context?
• Children do learn words from context but studies estimate that of 100 unfamiliar words met in reading, between 5 and 15 will be learnt (Nagy, Herman & Anderson, 1985)
What words to teach?
Armbruster and colleagues (2001)• Important words = words you need to know to
understand the text you’re reading• Useful words = high frequency words that will be seen
regularly• Difficult words = e.g. words with multiple meanings
• Tier 1 – rarely require instruction in school e.g. baby, happy, clock
• Tier 2 – high frequency words for mature language users e.g. coincidence, absurd, industrious
• Tier 3 – low frequency, limited to specific domains e.g. isotope, lathe, peninsula
Find the Tier 2 words
• Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain and upkeep his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.From: Beck, Isabel & McKeown, Linda (2002). “Bringing words to
life : robust vocabulary instruction”
Find the Tier 2 words
• Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain and upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.
Developing Vocab. in Early Grades
1. Read the story2. Contextualize the word within the story3. Have children say the word4. Provide a student-friendly explanation of the
word5. Present examples of the word used in contexts
different from the story context6. Engage children in activities that get them to
interact with the words7. Say the word again
Expressive Vocab. measures
• EVT (Expressive Vocab. Test) - picture naming (retrieval)- breadth
• WISC vocabulary - definitions, “what does ‘island’ mean?”- breadth and depth
Receptive Vocab. measures
• PPVT (Peabody Picture Vocab. Test) - choosing picture for tester-spoken item from choice of 4. - breadth
• CELF word classes - associative relations e.g. shoe – warm – tree - cold- depth (and memory!)
And talking of assessment…
General Comprehensive ReadingCore
I. General Vocabulary
II. Syntactic Similarities
III. Paragraph Reading
IV. Sentence Sequencing
Diagnostic Supplements
V. Mathematics
VI. Social Studies
VII. Science
VIII. Reading the Directions of
Schoolwork
TORC-3 Test of Reading Comprehension
Why bother with all this effort?
Reading comprehension
Processing strategies
Short-term memory/listening
comprehensionVocabulary
Because facts will:• interest you• be useful in life• help you reach your career goals
For enjoyment:• connecting to content• experiencing new things
Non-fiction NarrativeSelf-efficacy
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