Did you know? “Research shows that one of the most powerful strategies for improving reading ability is reading aloud to children. Students hear how to

Did you know?Did you know?““Research shows that one of the Research shows that one of the most powerful strategies for most powerful strategies for improving reading ability is improving reading ability is reading aloud to children. reading aloud to children. Students hear how to be Students hear how to be expressive, learn to be fluent, expressive, learn to be fluent, and are able to infer and ask and are able to infer and ask questions about text.” questions about text.”

Alison Egnoski, Fond du lac SchoolsAlison Egnoski, Fond du lac Schools

STARTSTARTStudents and Teachers Actively Students and Teachers Actively

Responding to TextResponding to Text

Presented by: Presented by:

Pat Beckius Pat Beckius

Eagle View Reading TeacherEagle View Reading Teacher

These are iNTirEStinG and cHallinGinG times for anyone whose pRoFEshuNle responsibilities are rEelaTed in any way to liTiRucY outcomes among school children. For, in spite of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-spread concern that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read.

The report of the National Research Council pointed out that these concerns about literacy derive not from declining levels of literacy in our schools but rather from recognition that the demands for high levels of literacy are rapidly accelerating in our society.

Definitions of Reading Definitions of Reading ComprehensionComprehension

Take a few moments and Take a few moments and talk about your talk about your definitions of reading definitions of reading comprehension!comprehension!

Definitions of Reading ComprehensionDefinitions of Reading Comprehension

““It is the intentional thinkingIt is the intentional thinking during which during which meaning is meaning is constructedconstructed through interactions through interactions between text and reader.” Durkin (1993)between text and reader.” Durkin (1993)

““It is the It is the construction of the meaningconstruction of the meaning of a of a written text through a written text through a reciprocal interchangereciprocal interchange of ideas between the reader and the message of ideas between the reader and the message in a particular text.” Harris & Hodges, 1995in a particular text.” Harris & Hodges, 1995

““Reading comprehension is Reading comprehension is thinkingthinking guided by guided by print.” Perfetti 1995print.” Perfetti 1995

Definitions of Reading ComprehensionDefinitions of Reading Comprehension

“Meaning arises from the Meaning arises from the activeactive, , deliberate deliberate thinkingthinking processes readers engage in as they processes readers engage in as they read.read.

““The process of simultaneously The process of simultaneously extractingextracting and and constructingconstructing meaning through interaction and meaning through interaction and involvement with written language. It consists of involvement with written language. It consists of three elements: the reader, the text, and the three elements: the reader, the text, and the activity or purpose for reading” Rand Reading activity or purpose for reading” Rand Reading Study Group, 2002Study Group, 2002

In summary:In summary:

Reading comprehension involves Reading comprehension involves activeactive mental mental effort to construct meaning.effort to construct meaning.

Good readers use prior knowledge, information Good readers use prior knowledge, information in text, and thinking/reasoning processes to in text, and thinking/reasoning processes to construct new knowledge and understanding.construct new knowledge and understanding.

Factors that affect reading comprehensionFactors that affect reading comprehension

Accurate and fluent word reading skillsAccurate and fluent word reading skills

Oral language skills: vocabulary, linguistic Oral language skills: vocabulary, linguistic comprehensioncomprehension

Conceptual and factual knowledgeConceptual and factual knowledge

Knowledge and skill in use of cognitive strategies to Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks improve comprehension or repair it when it breaks down.down.

Reasoning and inferential skills.Reasoning and inferential skills.

Motivation to understand and interest in task and Motivation to understand and interest in task and materials.materials.

Marilyn AdamsMarilyn Adams

““In fact, the automaticity with which In fact, the automaticity with which skillful readers recognize words is the skillful readers recognize words is the key to the whole system. The key to the whole system. The reader’s attention can be focused on reader’s attention can be focused on the meaning and message of a text the meaning and message of a text only to the extent that it’s free from only to the extent that it’s free from fussing with the words and letters.”fussing with the words and letters.”

•Life ExperienceLife Experience•Content KnowledgeContent Knowledge•Activation of Prior Activation of Prior KnowledgeKnowledge•Knowledge about Knowledge about TextsTexts

LanguageLanguage

•Oral Language SkillsOral Language Skills•Knowledge of Language Knowledge of Language StructuresStructures•VocabularyVocabulary•Cultural InfluencesCultural Influences

Reading Reading ComprehensionComprehension

KnowledgeKnowledge FluencyFluency

•Motivation & Motivation & EngagementEngagement•Active Reading Active Reading StrategiesStrategies•Monitoring StrategiesMonitoring Strategies•Fix-Up StrategiesFix-Up Strategies

MetacognitionMetacognition•ProsodyProsody•Automaticity/RateAutomaticity/Rate•AccuracyAccuracy•DecodingDecoding•Phonemic AwarenessPhonemic Awareness

STARTSTART

SStudents and tudents and TTeachers eachers AActively ctively RReading eading TTextext

The Study for The Study for STARTSTART Classrooms Classrooms

Teachers modeled and scaffolded Teachers modeled and scaffolded strategies during read-alouds: 40 strategies during read-alouds: 40 sessions during a five-month period. sessions during a five-month period.

Student choice of texts read Student choice of texts read independently three/four days per independently three/four days per week for 20 minutes per dayweek for 20 minutes per day

Students completed ART (Actively Students completed ART (Actively Reading Text) recording sheetsReading Text) recording sheets

The Study for ST and Control The Study for ST and Control ClassroomsClassrooms

ST classrooms: teachers modeled and ST classrooms: teachers modeled and scaffolded strategies during read-alouds: scaffolded strategies during read-alouds: 40 sessions during a five-month period40 sessions during a five-month period

Control classroom teachers conducted Control classroom teachers conducted read-aloud activities without any changesread-aloud activities without any changes

ST and control students engaged in ST and control students engaged in independent reading activities without any independent reading activities without any changes. changes.

START Study ResultsSTART Study Results START classrooms made an average nine-START classrooms made an average nine-

month gain in reading comprehension month gain in reading comprehension ((6 percentile rank gain6 percentile rank gain))

ST classrooms made an average three-ST classrooms made an average three-month gain in reading comprehension month gain in reading comprehension ((6 percentile rank loss6 percentile rank loss))

Control classroom made a one-month loss Control classroom made a one-month loss in reading comprehension in reading comprehension

((15 percentile rank loss15 percentile rank loss) ) Scharlach, Tabatha Dobson. (2008).

More START Study ResultsMore START Study Results Below grade level students in START Below grade level students in START

classrooms gained an average of six classrooms gained an average of six months in reading comprehension (months in reading comprehension (10 10 percentile rank gainpercentile rank gain))

Below grade level students in ST Below grade level students in ST classrooms made an average two-month classrooms made an average two-month gain in reading comprehension (gain in reading comprehension (5 5 percentile rank losspercentile rank loss))

Below grade level students in Control Below grade level students in Control classroom made a three-month gain in classroom made a three-month gain in reading comprehension (reading comprehension (2 2 percentile rank losspercentile rank loss) ) Scharlach, Tabatha Dobson. (2008).

Still More START Study ResultsStill More START Study Results On grade level students in START On grade level students in START

classrooms gained an average of nine classrooms gained an average of nine months in reading comprehension (months in reading comprehension (6 6 percentile rank gainpercentile rank gain))

On grade level students in ST classrooms On grade level students in ST classrooms made an average seven-month gain in made an average seven-month gain in reading comprehension (reading comprehension (1 1 percentile rank losspercentile rank loss))

On grade level students in Control On grade level students in Control classroom made a three-month gain in classroom made a three-month gain in reading comprehension (reading comprehension (6 6 percentile rank losspercentile rank loss) ) Scharlach, Tabatha Dobson. (2008).

And Still More START Study ResultsAnd Still More START Study Results Above grade level students in START classrooms gained an Above grade level students in START classrooms gained an

average of one year and four months in reading average of one year and four months in reading comprehension comprehension

((2 percentile rank gain2 percentile rank gain))

Above grade level students in ST classrooms made no gain Above grade level students in ST classrooms made no gain in reading comprehension in reading comprehension

((8 percentile rank loss8 percentile rank loss))

Above grade level students in Control classroom made a Above grade level students in Control classroom made a loss of one year in reading comprehension loss of one year in reading comprehension

((23 percentile rank loss23 percentile rank loss) ) *It’s unclear why a number of students in the control *It’s unclear why a number of students in the control classroom performed much worse on the posttest than the classroom performed much worse on the posttest than the pretest.pretest.

Scharlach, Tabatha Dobson. (2008).

ConclusionsConclusions

Average, advanced, and struggling Average, advanced, and struggling readers in START framework of readers in START framework of instruction and independent instruction and independent reading with the ART of reading with the ART of Comprehension recording sheets all Comprehension recording sheets all made significantly HIGHER reading made significantly HIGHER reading comprehension gains than students comprehension gains than students in other classrooms.in other classrooms.


Teacher Read-AloudTeacher Read-Aloud Teacher reads aloud from chapter books Teacher reads aloud from chapter books

or picture books during read-aloud or picture books during read-aloud sessions.sessions.

START is appropriate for either fiction or START is appropriate for either fiction or nonfiction text.nonfiction text.

Teacher explicitly models and explains Teacher explicitly models and explains comprehension strategy during initial comprehension strategy during initial introduction.introduction.

Teacher provides guided practice, Teacher provides guided practice, scaffolding students during read-aloud to scaffolding students during read-aloud to use the comprehension strategies with use the comprehension strategies with teacher support. teacher support.

““The words on the page are only The words on the page are only half the story . . . The rest is what half the story . . . The rest is what

you bring to the party.”you bring to the party.” Toni MorrisonToni Morrison

Teacher models and scaffolds use of Teacher models and scaffolds use of these eight comprehension strategies:these eight comprehension strategies:

Predicting/InferringPredicting/Inferring VisualizingVisualizing Making ConnectionsMaking Connections Asking Questions/Seeking AnswersAsking Questions/Seeking Answers Determining Main IdeaDetermining Main Idea Constructing SummariesConstructing Summaries Checking PredictionsChecking Predictions Making JudgmentsMaking Judgments

Model of VisualizationModel of VisualizationFrom From The Boy Who Spoke Dog The Boy Who Spoke Dog (Morgan, C. 2003) (Morgan, C. 2003)

Humans are complicated, Moxie. I told you Humans are complicated, Moxie. I told you they are a mystery. But here are a few of the they are a mystery. But here are a few of the things that I know. Humans are clever. They can things that I know. Humans are clever. They can see very well, and they can put things together to see very well, and they can put things together to make new things. They can change the world make new things. They can change the world everywhere they go. This is why we dogs call everywhere they go. This is why we dogs call them the masters. But it is obvious that their them the masters. But it is obvious that their sense of smell is very weak, and the way they sense of smell is very weak, and the way they think and communicate is limited, too – to barking think and communicate is limited, too – to barking mainly. For example, sometimes humans think mainly. For example, sometimes humans think by barking out loud. But I was told that often by barking out loud. But I was told that often humans think by barking in their minds. The humans think by barking in their minds. The inside of a human’s mind must be a very noisy inside of a human’s mind must be a very noisy place. (p. 87place. (p. 87

Modeling of VisualizingModeling of Visualizing

Teacher: (to class) When I was reading that Teacher: (to class) When I was reading that paragraph in my mind I saw a person’s paragraph in my mind I saw a person’s head with a little dog inside of it barking. I head with a little dog inside of it barking. I was was visualizingvisualizing that when I read the part, that when I read the part, “humans think by barking in their minds.”“humans think by barking in their minds.”

Student: I saw that too.Student: I saw that too.Teacher: Good! You were visualizing when I Teacher: Good! You were visualizing when I

was reading! Visualizing helps us connect was reading! Visualizing helps us connect with the story and understand better what with the story and understand better what is happening in the story.is happening in the story.


Making ConnectionsMaking ConnectionsT-S : Text to Self

“This part of the book reminds me of myself”

T-T : Text-to-Text

“This part of the book reminds me of

another book”

T-W : Text-to-World

“This part of the book reminds me of connections

that may also affect others in the world”

Has the connection helped to Has the connection helped to understand story better?understand story better?

Quick ConnectionsQuick Connections

““I have a dog!”I have a dog!”

““My Grandma wears My Grandma wears glasses, too!”glasses, too!”

““That looks just like That looks just like my Dad’s new my Dad’s new jacket!” jacket!”

Deep Thinking Deep Thinking ConnectionsConnections

““This reminds me of the This reminds me of the feeling I had when I had a feeling I had when I had a fight with my friend. I felt fight with my friend. I felt very lonely and sad”.very lonely and sad”.

““This reminds me of the This reminds me of the time when had to sing a time when had to sing a song in front of the whole song in front of the whole school. I felt very nervous school. I felt very nervous and also embarrassed.” and also embarrassed.”

Scaffolding of Making ConnectionsScaffolding of Making Connections

From From The Boy Who Spoke Dog The Boy Who Spoke Dog (Morgan, C. 2003) (Morgan, C. 2003)

He ran as fast as he could. His He ran as fast as he could. His leg muscles burned, and the air in his leg muscles burned, and the air in his lungs rasped. Then the wild dogs lungs rasped. Then the wild dogs caught up with them. Jack saw them caught up with them. Jack saw them out of the corners of his eyes. They out of the corners of his eyes. They were running and loping along beside were running and loping along beside them, and Jack expected hard, sharp them, and Jack expected hard, sharp teeth in his neck.teeth in his neck.

Scaffolding of Making ConnectionsScaffolding of Making ConnectionsFrom From The Boy Who Spoke Dog The Boy Who Spoke Dog (Morgan, C. 2003) (Morgan, C. 2003)

But they did not attack, and this But they did not attack, and this frightened Jack more. Instead, the wild frightened Jack more. Instead, the wild dogs kept running along on both sides of dogs kept running along on both sides of them, and they were spreading out in a them, and they were spreading out in a ragged line as they neared the top of the ragged line as they neared the top of the meadow and the flock of sheep. “Aaaah!” meadow and the flock of sheep. “Aaaah!” Jack shouted. He had hoped to be saved Jack shouted. He had hoped to be saved by the sheep dogs again, but now he by the sheep dogs again, but now he needed to warn them. He hardly had any needed to warn them. He hardly had any air left in his lungs.air left in his lungs. (p. 142) (p. 142)

Scaffolding of Making ConnectionsScaffolding of Making Connections

Teacher: Have any of you ever felt that way before – your Teacher: Have any of you ever felt that way before – your muscles burning and like you had no air left in your muscles burning and like you had no air left in your lungs?lungs?Students: Yes! Mmmmhmm.Students: Yes! Mmmmhmm.Teacher: When did that happen?Teacher: When did that happen?Student: Sometimes you run out of air when you play kickball Student: Sometimes you run out of air when you play kickball when you’re running really fast.when you’re running really fast.Teacher: And how does that make you feel?Teacher: And how does that make you feel?Student: Breathless.Student: Breathless.Student: Like I’m dying.Student: Like I’m dying.Teacher: Can you talk very well when you feel that way?Teacher: Can you talk very well when you feel that way?Student: No.Student: No.Teacher: Those are good connections to our own lives. They Teacher: Those are good connections to our own lives. They help us understand how Jack feels. It reminds you of help us understand how Jack feels. It reminds you of playing kickball and feeling breathless. playing kickball and feeling breathless.


START Instructional SequenceSTART Instructional SequenceSession 1Session 1 Predicting/inferring (modeling only)Predicting/inferring (modeling only)

Session 2Session 2 Predicting/inferring (scaffolding) Visualization (modeling only)Predicting/inferring (scaffolding) Visualization (modeling only)

Session 3Session 3 Predicting/inferring (scaffolding) Visualization (scaffolding) Predicting/inferring (scaffolding) Visualization (scaffolding)

Making Connections (modeling only)Making Connections (modeling only)


Making Connections (scaffolding) Questioning (modeling only)Making Connections (scaffolding) Questioning (modeling only)


Making Connections (scaffolding) Questioning (scaffolding) Making Connections (scaffolding) Questioning (scaffolding)

Main Idea (modeling only)Main Idea (modeling only)



Main Idea (scaffolding) Summarizing (modeling only)Main Idea (scaffolding) Summarizing (modeling only)



Main Idea (scaffolding) Summarizing (scaffolding) Main Idea (scaffolding) Summarizing (scaffolding)

Checking predictions (modeling only)Checking predictions (modeling only)




Checking predictions (scaffolding) Making judgments (modeling only)Checking predictions (scaffolding) Making judgments (modeling only)

Session 9 to 40Session 9 to 40


Predicting/inferring (scaffolding) Visualization (scaffolding) Predicting/inferring (scaffolding) Visualization (scaffolding)



Checking predictions (scaffolding) Making judgments (scaffolding) Checking predictions (scaffolding) Making judgments (scaffolding)

This reminds me of . . .

START Reading StrategiesSTART Reading Strategies

BeforeBefore

ReadingReading

During

Reading

After

Reading

Predicting/Inferring

Visualizing

Making Connections

Questioning

Main Idea

Summarizing

Checking Predictions

Making Judgments

In this chapter I think . . .

In 10 words or less . . .

My original prediction . . .

My favorite part . . .

In my mind I see . . .

I wonder . . .

I think the most important thing . . .


The ART of Comprehension: Actively Reading Text

(First page to use with a new chapter or book)

My name: _________________________________________________

Title of Book: _______________________________________________

Author/Illustrator: ____________________________________________ Chapter: ____

In this chapter I think . . . In my mind I see . . .

I wonder . . .This reminds me of . . .

During Reading: Making Connections .

Before reading: Predicting/Inferring During reading: Visualizing

During reading: Questioning Scharlach, Tabatha Dobson. (2008).

The ART of Comprehension: Actively Reading Text

(Second page to use with a new chapter or book)

My name: _________________________________________________

Title of Book: _______________________________________________

Author/Illustrator: ____________________________________________ Chapter: ____

In think the most important thing . . . In ten words or less . . .

My favorite part of this book/chapter . . .After reading the book/chapter, my original prediction . . .

After Reading: Checking Predictions

After reading: Main Idea After reading: Summarizing

After reading: Making Judgments Scharlach, Tabatha Dobson. (2008).

Independent ReadingIndependent Reading Independent reading occurs three or Independent reading occurs three or

four days per week for 20 minutes per four days per week for 20 minutes per day.day.

Students select independent reading Students select independent reading material at their independent reading material at their independent reading level.level.

Students complete START Students complete START comprehension self-monitoring comprehension self-monitoring recording sheets to assist in the recording sheets to assist in the development of metacognition.development of metacognition.

ConsiderationsConsiderations Suggestions here are not intended to Suggestions here are not intended to

replace other small-group or whole-group replace other small-group or whole-group comprehension instruction but to comprehension instruction but to supplement such instruction.supplement such instruction.

Diverse student needs are met through Diverse student needs are met through modeling, scaffolding, and student choice modeling, scaffolding, and student choice of independent reading materials at their of independent reading materials at their own reading level.own reading level.

The ultimate goal is for students to The ultimate goal is for students to increase independent comprehension increase independent comprehension strategies so that the recording sheets strategies so that the recording sheets become unnecessary. It may take time.become unnecessary. It may take time.

The mind, once stretched by The mind, once stretched by a new idea, never returns to a new idea, never returns to

its original dimensions.its original dimensions.

Ralph Waldo EmersonRalph Waldo Emerson

Planning TimePlanning Time

Use sticky notes to jot down each prediction, visualization, Use sticky notes to jot down each prediction, visualization, connection, question, main idea, summary, prediction connection, question, main idea, summary, prediction check, and judgment.check, and judgment.

As you use these with students you will model removing the As you use these with students you will model removing the sticky notes from previous reading and placing them into sticky notes from previous reading and placing them into the appropriate boxes on the recording sheets. the appropriate boxes on the recording sheets.

The process would be repeated with each new reading.The process would be repeated with each new reading.

*Note: Beginning with the 10*Note: Beginning with the 10thth independent reading session, independent reading session, after each of the eight comprehension strategies have been after each of the eight comprehension strategies have been modeled, your students will begin using their own START modeled, your students will begin using their own START recording sheets during independent reading.recording sheets during independent reading.

Thank-You for your Thank-You for your time!time!

I hope you have I hope you have experienced a new idea experienced a new idea that can be easily that can be easily implemented within implemented within your classrooms.your classrooms.

Pat BeckiusPat Beckius Eagle View ElementaryEagle View Elementary

[email protected] 952.758.6067952.758.6067

ResourcesResources Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing

reading comprehension. In A.E., Farstrop & S.J. Samuels (Eds.), What research has to say about reading instruction. Newark, DE: International Reading Association.

Durkin, D. (1993). Teaching them to read (6th Ed.). Boston: Allyn & Bacon. Harris, T. L., & Hodges, R. E. (1995). The literacy dictionary. Newark,

DE:International Reading Association. Keene, E.O., & Zimmermann, S. (2007). Mosaic of thought: The power of

comprehension strategy instruction. Portsmouth, NH: Heinemann. Miller, Debbie (2002). Reading with meaning: Teaching comprehension in

the primary grades. Portland, ME: Stenhouse Publishers National Reading Panel (2000). Teaching children to read: An evidence-

based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, Washington, D.C.

Perfetti, C. A. (1985). Reading Ability. New York: Oxford University Press. Pinnell, G.S., & Scharer, P.L. (2003). Teaching for comprehension in

reading: Grades K-2. New York: Scholastic Inc. RAND Reading Study Group. (2002). Reading for understanding: Toward an

R & D program in reading comprehension. Santa Monica, CA: RAND Corporation.

Scharlach, Tabatha Dobson. (2008). START comprehending: Students and teachers actively reading text. The Reading Teacher, 62(1), pp.20-31.

Link to LiteracyLink to Literacy

New Prague Schools Link to Literacy Website

Documents

Did you know? “Research shows that one of the most powerful strategies for improving reading ability is reading aloud to children. Students hear how to