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Text Comprehension Tx Teresa A. Ukrainetz, Ph.D. Unversity of Wyoming

Speech, Language, and Audiology ConvenCon Halifax, NS April, 2016 1

Text Compreh Tx 1

Text Comprehension: Scaffolding Active, Strategic Learners

Teresa A. Ukrainetz, Ph.D., S-LP(C) University of Wyoming [email protected]

For More Ideas and Information

Text Compreh Tx 2

P.O. Box 163 • Eau Claire, WI 54702-0163 ISBN 1-932054-47-21.800.225.GROW (4769) • Fax 1.800.828.8885 • www.ThinkingPublications.com

COMMUNICATION SOLUTIONSTHAT CHANGE LIVES®

Contextualized

Language InterventionU

krainetz

“Provides a model for how to clearly connect theory, research, and clinical application. It is readable and well organized, and the topics covered are timely, relevant, comprehensive, andimportant for clinical practice, especially with regard to provision of services in educational environments…The contributors are recognized as leaders in their areas of expertise.”

Vicki A. Reed, EdD, CCC-SLPJames Madison University

“A beginning clinician who is using this book in a graduate-level language course will go into theschool setting equipped not only with excellent tools (RISE), but also with a better understandingof how to work toward helping students achieve standards or benchmarks.”

Janet C. S. Harrison, PhD, CCC-SLPPurdue University

“I was mesmerized…An incredible collection of top-notch intervention!”Judy K. Montgomery, PhD, CCC-SLP

Chapman University

Dr. Ukrainetz has selected an outstanding corps of contributors to developa cutting-edge reference on theory and practice in language and literacy

intervention. Contextualized Language Intervention lives up to its promiseby grounding practical intervention strategies in sound theory and research.

Chapter TopicsContextualized skill frameworkLiterature-based unitsVocabularyGrammarNarrativeExpositionPeer interactionClassroom discourseEmergent literacyPhonemic awarenessFluency and motivationText comprehensionSelf-regulated writing

Contributing AuthorsTeresa A. Ukrainetz, PhD, S-LP(C), EditorAnthony S. Bashir, PhD, CCC-SLPBonnie Brinton, PhD, CCC-SLPSarita Eisenberg, PhD, CCC-SLPHelen Ezell, PhD, CCC-SLPMartin Fujiki, PhD, CCC-SLPRonald B. Gillam, PhD, CCC-SLPLaura M. Justice, PhD, CCC-SLPSusan B. Leahy, EdDNickola Wolf Nelson, PhD, CCC-SLPCatherine L. Ross, MS, CCC-SLPBonnie Singer, PhD, CCC-SLPLori Skibbe, MAAdelia Van Meter, MS, CCC-SLPCarol Westby, PhD

From: Pro-Ed [email protected] http://www.uwyo.edu/

comdis/faculty-staff/ukrainetz.html

The Plan

1.  Scope and expectations for text comprehension

2.  Effective instruction & role of SLP 3.  Contextualized skill tx & RISE+ 4.  Teaching versus learning strategies 5.  Simple strategy tx 6.  Harder learning strategy tx 7.  Project-based comprehension tx

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What Goes into Reading – Or Text? – Comprehension

Five “Pillars” of Reading Instruction 1.  Phonics 2.  Phonemic awareness 3.  Fluency 4.  Vocabulary 5.  Comprehension

National Rdg Panel (2000)

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+ Talking, listening & living life

Reading Comprehension

Process of simultaneously extracting and constructing meaning through interaction and involvement with written language (RAND, 2002, p. xiii)

•  > reading silently or aloud a printed page •  Active meaning-making thru interactions around print

–  Listening to others read –  Having book discussions –  Building on each other’s contributions –  Talking about written-style sentences and discourse, –  Referring to texts to find information –  Incorporating read info into written essays & reports

Text Compreh Tx 5 Text Compreh Tx 6

Plus All the Ways of Comprehending

•  Factual, inferential, and applied understanding: On, Between, Beyond the lines

•  Bloom’s Taxonomy: 1.  Recall – choose, identify, recognize 2.  Comprehension – paraphrase, summarize, describe 3.  Application – construct, simulate, predict 4.  Analysis – classify, differentiate, contrast 5.  Synthesis – combine, integrate, assemble 6.  Evaluation – judge, defend, appraise Choose the best for X tx for X client under X conditions



Text Compreh Tx 7

Comprehension > The Person

Reader Abilities, knowledge, effort,

attitude

Text Topic, level of detail, discourse structure

(E.g, Fry’s readability index of sylls & sents per 100 words)

Activity Print size, lighting, distractions…

Purpose of reading

Text Compreh Tx 8

So Comprehension = Everything?

Understanding what is read (and heard) And learning from what is understood + Vocabulary, grammar, discourse, pragmatics + Specific and general knowledge + Memory and cognitive processes + Factual, inferential, evaluative, and applied

understanding of read (and heard) discourse + Purpose and attitude of reader + Readability of text + Conditions of activity

Academic Standards for Reading Comprehension ≠ “Reading”

Ks will, in group reading activities, for literature and informational text, with prompting and support: •  Ask and answer qns about key details in a text •  Retell familiar stories including key details •  Identify the main topic and retell key details •  Describe the connection between two individuals, events,

ideas, or pieces of information •  Compare and contrast adventures and experiences of

characters in familiar stories

NGACBP & CCSSO (2010). Common Core State Standards for English Language Arts & Literacy. DC: Author. http://www.corestandards.org/

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What is “Text” in “Text Comprehension”?

= print, sort of = discourse, sort of = carrier of communication, sort of

•  Main body of printed or written matter on a page

•  Prose: sentences connected into paragraphs and passages, such as in books, essays, and reports

•  Document: noncontinuous words and phrases, e.g., forms, websites, pamphlets

•  Multi-modality: plus spoken words, diagrams, photos… Merriam-Webster (1993), Kutner et al. (2006), Alvermann & Wilson (2011)

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Effective Text Comprehension Instruction

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Effective SLP Intervention

Effective Reading Comprehension Instruction Procedures

•  NRP (2000): 1980-1998, gr3-8 = 205 controlled studies •  7 teaching procedures with firm scientific basis

1.  Cooperative learning 2.  Answering teacher questions 3.  Graphic organizers 4.  Story structure analysis 5.  Comprehension monitoring 6.  Question generation 7.  Summarization

•  Multiple procedures > any single procedure •  DK most effective amounts or combos

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Successful Features of Instruction

Kamil et al. (2008) systematic research review, ≥8th grade: 1.  Explicit vocabulary instruction (Strong) 2.  Direct and explicit comprehension strategy

instruction (Strong) 3.  Opportunities for extended discussion of text meaning

and interpretation (Moderate) 4.  Increasing student motivation and engagement in

literacy learning (Moderate) 5.  Plus, for struggling readers, tx (Strong)

Strong = well-designed controlled trials with no contradictory evidence Moderate = multiple studies and no contradictory evid, but features that limit generalization or causation

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Teaching Comprehension Through Spoken Language Tx

•  Clarke et al. (2010) randomized tx experiment on rdg compreh

•  Conditions: TC: text reading and writing with lots of strategies; OC: speaking and listening with a few strategies and vocab; CC: combo, faster; WC: waitlist control

•  N = 160 8-9yrs: 8 participants in each of 20 schools with low compreh & ok decoding

•  20 wks tx with pre-, mid-, post-test, & 11 mo f/u •  Results: All tx conds > WC; OC & CC > TC on vocab;

OC > TC & TC f/u on compreh & vocab

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Fundamental Change in Teacher Role

OLD: Task director & students answering content qns

⇓ NEW:

1.  Qns on text structure, links to background knowledge, encouraging student qns

2.  Giving up sustained control, moving students into independence

3.  Teacher as cognitive model: when, why, how, not just what

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The State of Instruction

Fundamentals of effective teaching methods known BUT : •  How much of what when for whom? •  How to support comprehension of challenging texts •  How to teach and assess inquiry-based learning? •  How to surmount structural and behavioral obstacles to

effective implementation? Continuing concern with infrequency and weakness of reading comprehension instruction in real classrooms (Adams, 2011; Calkins et al., 2012; Common Core, 2010; NRP, 2000; RAND, 2002; Kamil et al., 2008; Shanahan et al., 2010)

Before We Go Further, What is Expected of Students?

And Educators?

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Development of Reading 1.  Emergent literacy

–  Letter knowledge, print concepts, literate language, holistic word recognition

2.  Learning to read –  MOM vs. BLEEG –  Basic decoding and comprehension

3.  Reading to learn –  Fluent word recognition, strong comprehension –  Gaining new knowledge –  Hopefully, actively and independently achieving

learning goals Fourth Grade Slump (Chall, 1983)?

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Some 3rd Grade Text Comprehension Expectations

1.  Ask and answer qns to show understanding of text, referring explicitly to text as basis for answers

2.  Describe characters in story (e.g., traits, motivations) and explain how actions contribute to events

3.  Determine meaning of literal, nonliteral, academic, and domain-specific words and phrases in text

4.  Describe relationship bet events, concepts, and steps in text, using time, sequence, and cause/effect

5.  Compare and contrast important points and key details in two texts on same topic

Common Core State Standards (2010)

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Some 8th Gr Comprehension Expectations

1.  Cite textual evidence that most strongly supports analysis of what text says explicitly and inferentially

2.  Determine meaning of words and phrases used in text, incl figurative, connotative, and technical meanings

3.  Analyze structure of paragraph in text, incl role of sentences in developing and refining key concept

4.  Determine author’s pt of view or purpose and analyze how author responds to conflicting evidence or views

5.  Analyze texts with conflicting info and disagreements on fact or interpretation

Common Core State Standards (2010)

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High School and College: Disciplinary Literacy Expectations

•  Intro to literature, science, math, and history •  How texts constituted •  How to make sense of texts w/i discipline or profession

–  Novelist vs civil engineer on a report of development of interstate highways

–  Historians: causal relation networks among events; history as tellings by particular authors who select, organize, and interpret through sociopolitical lens

–  Math and chemistry: specification and accuracy of procedures used to arrive at the answers

Shanahan & Shanahan (2008), Wilson (2008)

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Challenges to Teaching Disciplinary Literacy

•  Consumption (and production) of disciplinary texts 1.  Deep knowledge of topic 2.  Knowing communication conventions of discipline 3.  Having clear purposes for reading task 4.  Being in control of skills & strategies for purposes

•  Challenges to teaching disciplinary literacy –  I am not a reading teacher –  I need to get through the curriculum –  The students need to know the basic content before this

high level stuff –  How do I do it? I am not a historian or a chemist

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And Multi-Modal Text Comprehension

•  Text as communication carrier in any modality and form •  Beyond written word to visual, sound, and touch with

computers, labs, demos, projects, experential learning… –  Purposeful integration, not just adding fun activity

•  Alvermann and Wilson (2011): middle school unit on soil erosion –  Connections from outdoor observations to science

textbook, maps, and photos of dust bowl in1930s –  Learning to comprehend and demonstrate concepts

across modalities in ecological disciplinary manner –  Embedding metacognitive processes, compreh

strategies, and language flexibility Text Compreh Tx 23

P.S. Topic Effect on Reading Achievement

Domain expertise can trump reading skill (Recht & Leslie, 1988; Yekovich et al., 1990)

•  Poor readers = good readers •  On recall, but also analysis, synthesis, and inferencing

qns •  If dx on high-knowledge topic texts (e.g., baseball)

Gender and interest on compreh (Oakhill & Petrides, 2007)

–  5th gr boys J spider article; girls J child war evacuation article

–  Boys: 60% correct on high-interest qns; 38% on low-interest qns

–  Girls: 62% for both high- and low-interest qns Text Compreh Tx 24



Adult Literacy: Beyond the Finish Line

•  Illiterate: Significant degree of insufficiency in reading •  Rates of adult illiteracy depend on operationalization

–  Recognize unfamiliar printed words or write own name –  Some number of years of schooling –  Some standard based on needs of daily life

•  2003 US adult illiteracy rate of 98%: –  CIA World FactBook: 5 yrs of schooling –  National Assess Adult Literacy (NAAL): qns about

connected text in English or Spanish (Kutner et al., 2006)

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American Adult Literacy Realities

NAAL, 2003: >19,000 U.S. adults in homes and prisons on prose, document, and numerical literacy •  Basic = Locate info, make low-level inferences,

integrate easy info in short, common texts (medic instruction, jury pamphlet, TV guide) –  14% below basic; of 14%, 45% HS degree or GED –  5% of 16-18 yrs, 25% of >25 yrs (also 1992 NAAL)

•  Proficient = Synthesize and analyze complex prose and docs (compare views in editorials or interpret table of blood pressure, age, and physical activity) –  5% of adults with high schl and GED –  33% of college graduates

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So How Can SLPs Make a Difference?

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Being Strategic About Intervention

5th Attribute: Intervention For students with low ach or LD: •  Strong evidence for intensive, explicit, individualized

tx by trained specialists •  Substantial improvement if:

1.  Struggling sts ided 2.  Strengths and weaknesses systematically assessed 3.  Intensive individualized tx provided

•  Txs of mainly tchg reading strategies: Consistent moderate to large improvements

•  Meta-cognitive approach: Older sts > 3rd-6th gr with

Kamil et al. (2008), Sencibaugh (2007), Solis et al. (2012), Swanson et al. (2014)

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That means SLPs

1.  Resource teachers: –  Curricular knowledge and daily extended contact with

students –  For assistance in content instruction, rich vocabulary

learning experiences, and extended meaning-making discussions about readings

2.  SLPs: –  Curricular freedom, underlying skills focus, problem-

solving orientation, teaching through talking –  For explicit, individualized, scaffolded instruction of

skills and strategies connected to classroom

BOTH must connect to subject area teachers Text Compreh Tx 29

What Should SLPs Do?

1.  Improve language skills –  Vocabulary breadth and depth –  Syntax and grammatical morphology –  Narrative and informational discourse structure –  Pragmatics of what to use when and how

2.  Improve metalinguistics and language-related skills –  Word analysis –  Selective and sustained attention –  Memory and word retrieval –  Setting, reviewing, and achieving learning goals

3.  Comprehension or text learning strategies ßß

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Learning Strategies Awareness and optimization of mental processes to improve comprehension and learning of academic texts •  Actions selected deliberately to achieve particular goals •  Heuristics: Short-term, general problem-solving

procedure that highlights info and guides attentional focus

BUT: Strategies (and skills) can be applied for many reasons including expertise, repeated practice, compliance with directions, luck, and naïve use

Gersten, Fuchs, Williams, & Baker (2001), Paris et al., 1991; Willingham (2006)

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Strategic Rdg: I Understand That – I think

Logistic regression allows one to predict a discrete outcome such as group membership from a set of variables that may be continuous, discrete, dichotomous, or a mix. Because of its popularity in the health sciences, the discrete outcome in logistic regression is often disease/no disease. For example, can presence or absence of hay fever be diagnosed from geographic area, season, degree of nasal stuffiness, and body temperature?

1.  What does logistic regression do? 2.  What is the main idea? 3.  Why is the outcome often disease/no disease? 4.  Why is logistic regression popular in the health sciences?

Willingham (2006). Usefulness of brief instruct in rdg compreh strategies. Amer Educator, Winter, 39–50.

Text Compreh Tx 32

Before, During, and After Reading Strategies

1.  Pre-reading: Think about what is known, predict text content, look for organizing concepts, id plan for rdg…

2.  During-reading: Maintain reading purpose, note important info, pause and paraphrase, integrate new with known info, notice lapses in understanding, re-read to clarify, manage time…

3.  After-reading: Recall important ideas, decide what to recall, recognize ambiguous ideas and try to clarify, re-read to fill in gaps, plan next-step study strategies…

Read to learn from a difficult text and reflect on your own cognitive processes


Strategic Use of Skills and Strategies

Knowing When to Use What Strategies Why and How And when to just sit back and read…

Aim students toward: Frequent skillful reading and listening Fluent, automatic, easy, and enjoyable

Occasional strategic reading and listening Effortful but worthwhile for learning and change

Aim for all our students to be strategic and skillful readers

and listeners for learning and enjoyment

Text Compreh Tx 35

Strategic Reading is Hard -- •  August et al., (1984): Strong & weak 5th gr, story missing

a pg: altho more skillful slowed rdg & looked back, half children in both groups did not report a problem and both made non-warranted fill-in inferences (August et al., 1984)

•  Garner & Reis (1981): Strong & weak 4th-10th gr on look-back for open-book test qns: altho older strong better, many of both groups did not look back when needed

•  Paris et al (1991, p. 621): Even 12-year-old good readers do not detect a large number of errors and inconsistencies inserted into meaningful text

Was hard and is still hard…

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StrategyConscious, deliberate, effortful

use of a mental action

SkillUnconscious,

automatic, fluent use of a mental action

-

Skills resurface as strategies in times of challenge or for

inspection and modification

Skills & Strategies: Two Sides of the Coin



Selecting Tx Strategies (or Skills)

NRP (2000), (Kamil et al., 2008): •  4 types of reading strategies with firm scientific basis:

1.  Comprehension monitoring (readers being aware of their own understanding of the text)

2.  Question generation (readers asking themselves questions about the text)

3.  Summarization (readers integrating ideas from text) 4.  Paraphrasing (readers restating a sentence in their

own words) •  Plus word learning strategies of using context cues and

reference skills

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More Specifically •  Specific prompts with set wording

–  About text ideas (e.g., What is the main idea of this paragraph? What is the difference between this idea and the preceding idea?)

–  About text structure (e.g., What was the problem in this story? Can you tell where in the story the problem was resolved?)

•  Self-monitoring speed and re-reading parts •  Less beneficial: students generate qns

–  Based on perceptions of what is important –  Based on what they think that a teacher might ask –  Crafted to the content of each text (e.g., Mason, 2004)

Text Compreh Tx 38

Considering Clarification Qns and Predictions

•  Two commonly taught strategies 1.  Asking clarification questions about unclear text 2.  Making predictions about upcoming text

•  Rosenshine and Meister (1994), for informational texts, middle school students –  Can learn to ask qns about unclear material, but

have trouble finding clarifying answers in texts

–  Can learn to predict but not based on text cuz topics often shift abruptly between paragraphs and sections

Text Compreh Tx 39

A Simple Memorable Strategy Mnemonic: TWA Checklist

When to Think Strategy Done?

T Think before reading The author’s purpose What you know What you want to learn

_____ _____ _____

W While reading think about

Reading speed Linking what you know Rereading parts

_____ _____ _____

A After reading think about The main idea Summarizing information What you learned

_____ _____ _____

Text Compreh Tx 40 Mason (2004) and Mason et al. (2006)

Strategy Choice and Mindful Engagement

Strategies we teach are only “crude approximations of what expert readers occasionally engage in” (Gersten et al., 2001)

1.  Multiple, simple, flexible strategies –  Not one “best” strategy

2.  Teaching process engenders –  Mindful engagement with texts –  And active participation with meaning-making

3.  Scaffolding to move students to self-regulated use Acquire habit of asking self: What did that part say? I am not sure. I know what to do to fix this. And I will do it.

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Components of Effective Strategy Instruction

1.  Explicit teacher modeling, 2.  Practice with feedback 3.  Adjustment of support to the learner level 4.  Having students maintain mindful engagement Swanson & Hoskyn (1998): Syst rev tx res for LD sts, 3 of 20 tx components explained almost all common variance in outcomes:

a.  Controlling task difficulty b.  Using small interactive groups c.  Having students use specified language or format for

strategy qns Text Compreh Tx 42



Cognitive Modeling •  Demo thinking processes so sts see when, why, and how,

not just what of reading •  Preparation for modeling

1.  Consider text from student perspective 2.  Check text matches target strategies 3.  Plan points in text to model (e.g., This paragraph isn’t

clear, I will reread it for the main idea) •  Doing the modeling

1.  Before sts read, demo how to read for X purpose 2.  During reading, demo at designated stopping points or

when students have difficulties 3.  After reading, review performance and demo more

effective use of the strategies Text Compreh Tx 43

SLP Modeling Before, During, After

1.  How to approach the text before reading for a particular purpose I am looking for reasons for declining mule deer populations

2.  How to apply a strategy during the reading This paragraph doesn’t make sense, I will reread it and look for a topic sentence.

3.  After reading, how to reflect what has been read and what to do about gaps in the knowledge The author gave his opinion but little evidence, so I need to find another article

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Contextualized Strategy Intervention

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Systematic Tx of Strategies with Attention to Context & Ownership

Content + Strategy Instruction

McKeown, Beck, & Blake (2009) compared content vs strategy instruction for rdg compreh •  Six 5th gr classrooms for schl yr in 3 conditions: 1.  Content: Sts read passage aloud and discuss what

author saying at key pts (e.g., when major character introduced, important event occurred, or confusing statement made)

2.  Strategy: Teach to summarize, predict, draw inferences, ask qns, and monitor comprehension plus understand story content

3.  Basal text: Teacher asks compreh qns about content from basal text program

Text Compreh Tx 46

= Strategy and Content Overload

Results of McKeown et al. (2009): 1.  Big improvement for all conditions, incl compreh

monitoring and recog of better summaries and inferences

2.  For familiar and new text knowledge probes, responses better for content condition

3.  All 3 approaches encouraged active comprehension and mental discourse templates BUT strategies condition had split focus

/.. Teach strategies on short texts separate from main lesson, then intro in content lesson in natural opps

è SLPs! J Text Compreh Tx 47

Quality SLP Tx: RISE+

Repeated Opportunities Intensity of scheduling Systematic structural and interactive support Explicit Skill Focus

+ Learner factor

48 Text Compreh Tx



Small Group Scaffolding

•  2-4 sts > large group or 1:1 for “think aloud” about rdg strategies and compreh processes –  Thru talking with each other about the reading –  SLP embedding strategic qns into conversations –  SLP scaffolding children’s responses

•  Reciprocal Teaching (Palincsar): Sts take turns being teachers and lead each other in practice sessions –  With scaffolding, “student-teachers” lead process –  Summarize, ask qn, predict, clarify strategies –  External scaffolded use à Internalization of

strategies

Text Compreh Tx 49

Structural Scaffolds through Text Selection & Modification

1.  Narrative text: iding characters or motivations 2.  Informational text: Iding main idea of paragraphs 3.  Sets of passages: Repeated, equivalent

opportunities for learning and practice 4.  Excerpted passages: From social studies and

science texts or source papers for class projects 5.  Trade sources: Books, magazines, and websites

selected to match classroom topics or individual student interests

6.  Modify texts: Systematic changes to simplify or to add confusing or missing elements

Text Compreh Tx 50

Managing Text Difficulty

Challenging enough to need strategies but not so struggle with basic comprehension •  Avoid decoding issues

–  Independent decoding level of student –  Shared reading –  Familiar texts –  Listening to texts

•  Shared vision –  Underlining and marginalia –  Multiple copies –  Enlarged text on computer monitor –  Sit on same side of table with student

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Crafted Instructional Texts

•  Controlled difficulty texts •  May be produced for other purposes •  May not be well written but good starting points •  Revise and adapt as needed

•  Helpful sites: –  http://a-z-animals.com/animals/ –  http://www.readworks.org/ –  https://lexile.com/analyzer/

Text Compreh Tx 52

Quick Read Reading Fluency Passages

Hiebert (2002) www.pearsonlearning.com

Text Compreh Tx 53

QuickRead Level C Topics

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Make a Science Abstract

Text Compreh Tx

202 Oozing, Bubbling, Dripping and Bouncing Experiments (Van Cleave, 1996)

55

Armadillo Excerpt http://a-z-animals.com/animals/

Text Compreh Tx 56

Panning for History

1

© 2013 ReadWorks®, Inc. All rights reserved.

Panning for History Michael Stahl

The Young Scout troop went on a camping trip one weekend. The 12 boys and their patrol leader went into the woods close to their home city of Sacramento, located in the state of California, U.S.A. They had many activities planned. The boys were going to learn about pitching tents, cooking on a fire, wood carving, and, because there was a river close by, panning. Panning is simple and has a long history. It has been used for centuries to find rocks, minerals, and riches in riverbeds. All a person has to do is dip a large pan into a river, allow water, dirt, and stones to collect in it, and then shake. The pan can either have tiny holes or lengthy slits that will allow the water to escape, while leaving the rocks behind. There is always a chance that one of those rocks might actually be very valuable. One might even be a golden nugget! The patrol leader had brought along six pans for the fun learning experience, so the boys worked in pairs. For a time, the boys went through the panning process and looked closely at the rocks they found. As they dipped and shook, then dipped and shook their pans some more, their patrol leader explained to them that panning for gold was in part responsible for one of the most important times in American history. And though a lot of people found riches in California, the gold rush of the mid‐1800s also destroyed one man’s fortune. That man’s name was John Sutter. Sutter had traveled to America from his home country of Switzerland after having a lot of trouble making money there. He left his wife and children in Switzerland, while he moved around the western part of the U.S. hoping to find a way to earn money. After years of effort,

ReadWorks Passages

Text Compreh Tx 57

Subject: History Genre: Informational (+Narrative) Grade: 6-7 Lexile: 1040

Stepped Down ReadWorks Passage

Text Compreh Tx 58

StepReadTM: Panning for History (610L)

1

© 2015 ReadWorks®, Inc. All rights reserved.

Panning for History Michael Stahl

(Adapted by ReadWorks)

The Young Scout troop went on a camping trip one weekend. The 12 boys and their leader went to the woods near Sacramento, California. They had many activities planned. The boys were going to learn how to put up tents and how to cook on a fire. They were also going to learn about wood carving and panning. Panning has a long history. It has been used for hundreds of years to find rocks, minerals, and precious metals in rivers. It is a simple process. The first step is to dip a large pan into a river. As you dip the pan, you allow water, dirt, and stones to gather in it. Then you pull the pan out of the river and shake it. The pan has either small holes or long slits in it that let the water escape. But the rocks will stay in the pan. There is always a chance that some of those rocks could be worth a lot of money. One might even be a gold nugget! The scout leader had brought along six pans for the boys to use. The boys got into pairs and started panning. They dipped and shook their pans. They looked closely at the rocks they found. Then they dipped and shook their pans some more. Meanwhile, their leader told them about an important time in American history. This time was called the gold rush. It was a time in the middle of the 1800s when a lot of people were coming to California to pan for gold. Many of them got rich, but one man was ruined. Instead of getting rich, he lost all his money. That man’s name was John Sutter. Sutter was from the country of Switzerland. He had trouble making money there, so he came to America. He moved around the western part of America looking for a way to make money.

L610, Gr2-3

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Systematic Interactive Scaffolds

•  Responsive dynamic moves of skilled clinician

•  Linguistic: giving info to help child create better response •  Regulatory: control beh & attn, gain responses, facilitate

self-control

•  Matched to child need & task difficulty •  Systematic decrease in support and handover to child

à Internalization of behaviors and strategies à Automatization of behs & strategies into skills

Linguistic Scaffolds

What you learned about early grammar tx applied to any other tx skill •  Model the desired structure •  Emphasize key part •  Provide part of answer with cloze procedure •  Expand, extend, and recast child’s response •  Vertical structure (combine two responses into one

structure) •  Focused contrast (pair the error and correct structure) •  Redirect (model by having student ask a peer using the

structure)

Text Compreh Tx 60



Regulatory Scaffolds

•  Wait expectantly for response

•  Ask indirect question •  Ask direct question •  Repeat directive •  Use physical signal to

cue response •  Use student name to

recruit attention

•  Maintain student awareness of goal

•  Relate content to past learning

•  Comment on task similarities •  Evaluate student

performance •  Inhibit impulsive responding •  Aid selective and sustained

attention •  Help student manage

challenge •  Review cumulative

performance

Text Compreh Tx 61

Scientists are still trying to determine what raptors are, where they come from, and what became of them. Spectacular new fossil finds, discovered only in the past few years, have forced scientists to change many of their ideas about how raptors looked and acted.

Text Compreh Tx 62

Interactive Scaffolding of Summarizing

Lessem (1996)

Text Compreh Tx 63

SLP: Today we are going to practice the summarization strategy. Ali, why do we do this?

Ali: Because it helps us understand what we hear and read.

SLP: Megan, what is summarizing? Ali: Telling the most important stuff. SLP: Megan, what is a better word than stuff? Ali: Ideas. Telling the most important ideas. SLP: Yes, the main idea plus important details. Joe, tell

us the main idea. Joe: Scientists. SLP: Is that enough? Tell us more. What are scientists

doing? Tell us a in a sentence. Joe: Scientists are finding new stuff about raptors. SLP: Yes, scientists are finding new information about

raptors.

Text Compreh Tx 64

SLP: Joe, show everyone where you found that information. Joe: In the first sentence here, but I changed the words a

bit. SLP: Ezra, what are two details? Ezra: (silence) SLP: Meg, where can show him to help? Meg: Look here and here (pointing to text). Ezra: Oh, they found new fossils and they changed their

ideas. SLP: Yes, those are two important details. What is next? Meg: We put together the main idea and details for a

summary. SLP: Okay, let’s do it. Each person re-state one part of the

summary and I will write it out. Let’s start with the main idea topic sentence.

Internalization Process

Text Compreh Tx 65

Adult regulation of task execution

Student’s conscious self talk for careful execution,

either external or internal

Automatization of self talk for fluent, skilled execution

Resurface inner voice in times of

challenge or change

STOP – Whose Strategy Is It?

•  Strategy: teaching tool vs. learning tool –  Grouped as “instruction strategies” –  Who is using the strategy? What is the tx goal?

•  Many tx studies for younger sts do not systematically scaffold to independence

•  Tx research for older sts often has some guided and independent practice, but instruction and outcome measurement rarely address self-directed use in the classroom

NRP (2000), Kamil et al. (2008), Shanahan et al. (2010)

Text Compreh Tx 66



Teaching Vs Learning Strategies

Many effective teaching strategies/tools/procedures •  Pose qns to sts after reading a story •  Place sts in cooperative learning groups •  Lead sts in creating graphical organizers •  Lead sts in stopping to self-qn comprehension… Versus learning strategies to improve own compreh before, during, and after reading or listening to acad texts •  Sts explicitly and systematically taught to stop and ask

selves a qn or map a main idea & details as needed –  With lots of practice with decreasing support –  And attn to internal motivation that habit is worthwhile


The Aim: Purposeful Strategic Reading

Bazerman (1985): Physicists reading physics •  7 physicists perusing journal articles •  Talked aloud as they read •  Results

–  Discarded 3/4 of the articles –  Considered titles, authors, and abstracts re: own

research interests and source labs –  Read selectively: jumping around, looking for

specific features or surprising elements –  Constant judgments re: value of reading material

versus time and thought investment –  Articles set aside for reflection and a second reading

The Challenge of Student Ownership

Chan and Cole (1986): 11-yr-old RD, 4 tx sessions: 1.  Ask selves and a robot content qns 2.  Underline interesting words with a fluorescent pen 3.  Explain to the robot why these words were

interesting. •  Control: Sts reread story to robot in case robot missed

parts the first time •  Results: Sts improved compreh and recall vs control •  BUT 1 day post tx, for stories with no directions

–  NONE used explaining and qn strategies –  Two-third used underlining strategy a bit

Text Compreh Tx 69

Harder Learning Strategies Tx – Or Maybe Better as Teaching Strategies

Strategies that require component instruction: 1.  Discourse Structure Awareness 2.  Main Idea and Summarization

Text Compreh Tx 70

Text Structure Awareness Students acquire strategy of looking for structure of narrative or expository text •  Use structure to guide understanding •  Discourse analysis with graphical support •  Helps reading comprehension

–  Identify which narrative elements linked how –  Separate out essential from trivial details –  Work thru logical relations of expository text –  Organize content into coherent mental structure

NRP (2000), Kamil et al. (2008) But first must teach story grammar structure or the varieties of expository discourse structure…

Text Compreh Tx 71

Narrative Text Structure

Crabtree et al. (2010) •  Exp’tal multiple baseline design with 3 high schl LD sts •  Tx: Sts learned to id elements of setting and episode,

–  Sts stopped at designated pts in their reading and wrote elements in a structured guide

•  Control: Baseline data on read stories and answer content qns

•  Results: 1.  Improved immediate story recall and compreh 2.  Maintained correct use of guide w/o prompts to use 3.  Sts reported they were likely to use it again

Text Compreh Tx 72



Expository Text Structure

Armbruster et al. (1991) •  4th and 5th grade sts •  Tx: Teacher-directed and cooperative group activities

–  Sts analyzed social studies textbook passages –  Using cause-effect, problem-solution, and compare-

contrast frames •  Control: Teacher-led content-focused qn-answers •  Results: Better recognition and recall of information Scanlon et al. (1996): Similar benefits for middle schl sts with LD in inclusive lessons by history and civics teachers

Text Compreh Tx 73

Summarizing What is Read

Teaching sts to periodically stop and summarize paragraphs, sections, chapters, and articles Summary Instruction Variations: 1.  Gist: Read paragraph one line at a time and gradually

compose single long sentence that encapsulates ideas expressed in each line

2.  Rule-governed: Identify and select topic, supporting, redundant, and irrelevant statements, then build into coherent summaries

3.  Hierarchical: Use chapter, section, and subsection headings to create summaries of large pieces of text

Text Compreh Tx 74

Rule-Governed Summary Construction

1.  Read the passage 2.  List the key points 3.  Combine related points into single statements 4.  Cross out least important points 5.  Re-read the list 6.  Combine and cross out more points 7.  Renumber points in logical order 8.  Write points into paragraph in numbered order 9.  (Add connective words to make it flow)

Sheinker & Sheinker (1989), from Ward-Lonergan (2010)

Text Compreh Tx 75

Build a Fossil Paragraph

from Hiebert QuickReads

Text Compreh Tx 76

Finding Main Points about Fossils

1.  Fossils tell about dinosaurs. (implicit) 2.  Fossils are bones and eggs found under the ground.

(explicit, paraphrased) 3.  Fossils tell dinosaur size, where it lived, how big it

was, how fast it moved, and what it ate. (summarized) 4.  The shape of dinosaur teeth tell us what it ate.

(explicit & implicit) 5.  Meat-eating dinosaurs had long, sharp teeth. (explicit) Fossils tell us about dinosaurs. Fossils are buried bones and eggs. The shape of dinosaur teeth tell us what they ate. Meat-eaters had long, sharp teeth.

Text Compreh Tx 77

But What’s a Main Idea??

•  Summarization procedures hinge on iding a main idea •  Wong et al. (1986), in a multiple baseline design,

investigated teaching eight 7th LD graders to compose well-structured summaries

•  Sts told to underline and paraphrase the main idea of simple paragraphs è Ided random sentences and became frustrated

Mr. Brown was getting angry. His face was bright red. His pupils seemed to enlarge in size suddenly. His body began to shake. His voice was becoming louder and louder.

Text Compreh Tx 78



Mapping the Main Idea

•  Cover main idea box

•  Do other sentences made sense without the main idea?

•  Who are the sentences talking about?

•  Whose voice is getting louder?

Text Compreh Tx 79

ing. Their scholastic >oor. The classroom :>able of higher aca-lt that motivational )f their poor perfor-these five grade 7

>uld be formally con-th attention deficits. hievement scores of es MacGinitie Read-tuse of interruptions )ean was not tested. ic of the five adoles-fficulties with social

dif-he purpose of this >otential subjects by Nas particularly con-with social studies.

:;ent were obtained, ly formally.

wse one objective of 1ualitative modifica-1arization strategy in .eline design across

design, Edwin was seline; Conrad and iVe a 5-day baseline; ive a 7-day baseline. 1ach adolescent was :;sage to summarize se passages ranged >rds. While the sub-e idea units from the IS difficulties in sum-

given operational

'res linitie Reading Tests 'quivalent scores) 1 Comprehension

4.6 7.9 4.8 7.2

8.6 4.8 9.2

, held at the end of the school

pointers developed by Palincsar (1982) on how to summarize by reducing lists, underlining the topic sentence if there is one, creating your own topic sentence, and getting rid of redundant items, they kept copying sentences from the text. This behavior was consistent across all subjects, leading to the obvious conclusion that they had very limited summarization skills.

The subjects complied with the request for summarization in the first baseline session. On the second baseline session, they demonstrated clear unrest (fidgety behaviors and much eras-ing) and uncooperativeness; e.g., staring at the passage and not summarizing. Because of their basic lack of summarization skills, the experi-menters felt it was meaningless to continue col-lecting summarization data. More important, continually urging them to summarize would ulti-mately induce undue frustration and erode any motivation to participate in the subsequent train-ing. Hence, the experimenters collected from each subject only two summarization samples, one during the initial baseline session and one during the session just prior to intervention. However, these data were representative of the subjects' pretraining summarization perfor-mance. Recall data were obtained for all the scheduled baseline sessions.

Intervention. The intervention had three phases that showed the developmental nature of the in-tervention research reported here. Prior to teaching the subjects a summarization strategy for use with social studies curricula, we had to teach them first to identify a main idea in simple and complex, single and double paragraphs; and second, to summarize simple and complex sin-gle paragraphs. The children were taught these skills individually. The first skill was taught to criterion before the second skill was taught. When the student demonstrated mastery on summarizing simple and complex single para-graphs, he or she progressed to learning a self-questioning summarization strategy for use with social studies materials.

Identification of a main idea in paragraphs. The following method of teaching identification of a main idea has been used successfully with learn-ing disabled and underachieving children, ado-lescents, and college adults by the first author since about 1980. The method builds on Mark Aulls' (1978) method. Aulls' approach is essen-tially a rules approach with three rules:

LD Focus, Fall 1986 23

(1) The main idea is the most general statement in the paragraph. It should explicitly explain the general topic. (2) Most of the other sentences should refer to it. (3) Most of the other sentences should elaborate or qualify this statement. (p. 102) Experience indicates that the most effica-

cious way of teaching a main idea concept is to use self-made simple single paragraphs initial conceptual acquisition) to demonstrate those three rules and to ADD an extra rule. Toil-lustrate:

Mr. Brown was getting angry. His face was bright red. His pupils semed to enlarge in size suddenly. His body began to shake. His voice was becoming louder and louder. The teacher uses an 8 in. x 11 in. piece of

paper and writes out the first sentence in the mid-dle of it and boxes it in. He or she then writes down the remaining sentences one at a time, each sentence sufficiently distanced but circling the first one; as shown in Figure 1.

The teacher then explains to the student the three rules used by Au lis (1978) to teach the main idea concept. In the first author's teaching ex-perience with learning disabled and underachiev-ing students, she found it necessary to add one

FIGURE 1 Diagram to Illustrate Teaching of Main Idea

His face was bright

I Mr. Brown was getting angry.

His pupils seemed to enlarge in size suddenly.

His body began to

shak.e.

Progressive Practice in Summarizing

•  Paragraphs in which position of topic sentence varied •  Paragraphs with two main ideas •  Double paragraphs •  Paraphrasing main idea statements •  Adding important detail sentences

•  Applying summarization skills to classroom social studies texts

Text Compreh Tx 80

Results of Summarization Instruction

Wong et al. (1986) •  1 mth for sts to paraphrase main ideas •  After 3 mths of 3 30-min/wk, noticeable improvement on

summarization and recall of social studies passages •  6/8 maintained use one month post-tx and substantial

transfer to general science texts –  2 quickly learned to summarize and apply, maintain

use, and make mods indicating ownership –  2 showed little motivation, slow learning, and lack of

retention; fundamental disengagement with acad learning beyond study

Text Compreh Tx 81

Finding Implicit Main Ideas

Mr. Brown took some slow deep breaths. He looked quietly at each one of us. His yelling got louder and louder. He unclenched his fists. Mr. Brown said gently, “I’m not mad anymore.” Mr. Brown chose eggs for breakfast. Mr. Brown said, “You tell me your side of the story.” He inhaled and exhaled deeply.

Text Compreh Tx 82

Mapping Implicit

Main Ideas

Text Compreh Tx 83

Text Comprehension

Figure 1. Graphical organizer for implicit main ideas and irrelevant or redundant details.

He#took#some#

slow#deep#

breaths.# HHe He#unclenched#

his#fists.#

Mr.#Brown#said#

gently,#“I’m#not#

mad#anymore.”#

Mr.#Brown#

chose#eggs#for#

breakfast.#Mr.#Brown#said,#

“You#tell#me#your#

side#of#the#story.”!

He#inhaled#

and#exhaled#

deeply.#

Mr.#Brown#

looked#quietly#at#

each#one#of#us.#

His!yelling!

got!louder!

and!louder.!

Mr. Brown calmed

down and listened

to us.

Summarizing Disciplinary Document Text

•  Extract main idea from images, headings, bulleted lists, and isolated statements

•  Shanahan and Shanahan (2008) –  Chemistry: Chart of substances, properties, and

reactions –  Math: Chart listing one column as “big idea,” next

as formal definition, followed by formula, and example.

–  History: Chart of who, what, where, when, how, and why for each event + relationship bet events

Text Compreh Tx 84



Teaching Simple Text Learning Strategies

Text Preview Text Lookback

Text Compreh Tx 85

Common Text Signaling Devices

•  Cover pages •  Title •  Table of contents •  Foreward or preface •  Headings and subheadings •  Sidebars and boxes •  Highlighted phrases and

words •  Key opening phrases

•  Lists •  Pictures and captions •  Labeled diagrams •  Charts, graphs, and maps •  Cutaways and cross

sections •  Inset photos •  Glossary •  Index

Text Compreh Tx 86

Why Signaling Devices Matter

Guide reader (and writer) speedily and accurately through expository texts (Lorch et al., 2011) •  Show and amplify organization – sequential,

hierarchical, interesting… •  Central ideas or direction of a piece of text •  How each part relates to prior and subsequent material •  Support analysis and synthesis of information •  Locating main ideas and details of passages •  Get a sense of topic & concepts, terminology &

vocabulary

Text Compreh Tx 87

Signal Use Expectations

Read the index below from a book about colonial times: Adams, Benjamin 34 Adams, John 38 Clothing styles 12 Crafts 6 Commerce 22 Gardens 25 Lumber trade 29 Main Streets 32 Trade(s) 22-24, 36-40 after the American Revolution 22 before the American Revolution 37 China 24 lumber 29 Sewing 7 Strawbery Banke 23 Washington 12

1. If you wanted to find information about food in colonial times, where is the BEST place to look?

a. page 6 b. page 23 c. page 25 d. page 32

2. What is the MAIN reason there are four entries under Trade(s)?

a. The book is about trade during colonial times. b. The book discusses different topics about trade. c. Trade is a difficult topic to understand. d. Trade was very important during colonial times.

NECAP 2005 Gr4 Rdg Expectations www.narragansett.k12.ri.us/resources/necap%20support/gle_support/reading/end4/a_brick.htm Text Compreh Tx

88

Text Preview

•  Teach sts to intentionally become familiar with text organization of rdg materials and how to locate info

•  Picture walk to preview story books (Kelley & Clausen-Grace, 2010)

•  Text feature walk useful but rarely used for chapter books or info texts (Kelley & Clausen-Grace, 2010)

•  Applicable to electronic sources: organization, menus, navigational tools, and info location

•  Older good learners may do preparatory work habitually •  Weaker learners often do just a “how much” strategy

Text Compreh Tx 89

Benefits of Habitual Text Preview

•  Moves student from passive recipient to active participant in learning

•  Alerts and familiarizes student to content and format of material

•  Allows judgments of utility of text compared to time and effort needed to understand or find specific info

•  Activates mental schema of text structure (e.g., This is an opinion article) and content (e.g., This is about mule deer so it should address appearance, diet, reproduction, and habitat).

•  Introduces important vocabulary and concepts of text without “preteaching”

Text Compreh Tx 90



Text Preview Study

Kelley and Clausen-Grace (2008) •  Qn: Effect of text preview for reading comprehension? •  Method: 4th graders stratified by reading level and

randomly assigned to 3 conditions: –  Control: Write predictions about learning re: human

body from science text, read silently, answered qns –  Discussion: Talk about human body with textbooks

closed; predicted, read, and answered qns –  Text preview: Text feature walk prior to writing

predictions, rdg text, and answering qns •  Results: Text preview > prediction-and-read-only >

discussion

Text Compreh Tx 91

Identifying Text Signal Devices

1.  Present text and tells students will be learning to find features that signal important information

2.  Identify type of text, such as a book chapter versus a study report, and purpose for reading, such as studying for a test or locating facts for research paper

3.  Travel through text to get sense of what topics covered, how content organized, what shows important points, where summaries located, signal labels, and how to quickly get idea of section content

4.  Check-off list or create list as features are identified. Students can infer what info signal provides

Text Compreh Tx 92

Using Text Features

1.  After identifying what each signal means, SLP takes student through using signaling features

2.  First time, SLP uses think-aloud to model what to look for, what signals are present, and what message the signals transmit.

3.  Using the same text and notes, the student travels that path again with SLP assistance, predicting the text signaling answers from the cursory look at the text.

4.  Share in reading text, then return to predictions to confirm or modify based on learned from the reading

5.  Student moves to new source to identify features

Text Compreh Tx 93

Text Preview Guidance

•  Start with well-written texts and move to more challenging texts with need to judge if signal is help or hindrance (e.g., That illustration distracts from the main idea of this page)

•  Guide students through variety of familiar and new print and online sources until they easily identify text signals across different text formats

•  After students familiar with text preview, scaffolding shifts to students adopting text preview as own learning strategy that they use to answer their own study questions

Text Compreh Tx 94

Text Compreh Tx 95

This is a textbook like you might use in school. I want to see how you get an idea of this book,

what strategies you can use.

Text Compreh Tx 96



Awareness of Signal Utility

•  Some books provide a lot of organizational guidance and others provide little

•  Some text features detract from the message, –  Abundance of boxed words –  Highlighting appealing but trivial statements

•  Concluding paragraphs may speculate beyond what discussed

•  Opening paragraphs may lack purpose statements or use uninformative or distracting “hooks”

Text Compreh Tx 97

Message Mix

Text Compreh Tx 98

Text Look-Backs

•  Companion skill to look ahead is look back –  Awareness of gap in comprehension or recall –  Recognize that info should be in the text –  Efficient (and permissible) text search procedure

•  Seems obvious, but students rarely do so (August, Flavell, & Clift, 1984; Garner & Reis, 1981; Garner, Hare, Alexander, Haynes, & Winograd, 1984)

Text Compreh Tx 99

Effect of Teaching Look-Backs Garner et al. (1984) •  24 9-13 year olds, ok decoders, poor comprehenders •  Tx: briefly taught to look back for info •  Control: taught main idea & summarization strategies •  5 days post tx: I am going to ask you to read a short article. Read it

slowly. I will ask you three qns about the article when you're done rdg.

–  1 text down, 1 up, if no look back: You can look back at any part of the article to answer the qns

•  Results: –  Similar simple recall qns: 31% and 33% –  In-text qns: tx use 70% vs con 22%; correct 72% vs 31% –  Tx looked back, flipped text over, asked if look-back ok –  Control only looked in text-up w/ cueing Text Compreh Tx 100

Look-Back Tx Procedure

1.  Examine qn for answer “from your head” or “from the text” (Raphael, 1986) –  Right There (obvious) –  Think and Search (putting it together) –  Author and You (inferring) –  On My Own (known without reading)

2.  Skim text to find most likely section & why others not –  SLP models skimming text, with comments on why

other sections not likely –  Similar to text preview re: noticing signaling devices,

but with added awareness from having read text

Text Compreh Tx 101

More Look-Back Tx Procedure

3.  At relevant section, note potential from the heading –  At relevant section, student examines heading to

determine why this may be informative 4.  Slow down and read each sentence carefully for

needed info –  SLP models slowly reading each sentence and

verbalizing thoughts about presence of needed information.

–  Many students not good at stepping outside content to make “meta” judgments about relevance of info

Text Compreh Tx 102



Permission to be a Strategic Learner

•  Impermissible shortcuts to gaining info? •  Assure students that lookbacks, skimming, and text

previews are legitimate, smart ways of learning •  Strategic approaches to reading

–  How each reading fits into larger learning picture, –  Whether to skim, analyze, or memorize –  All of article/chapter/section/book or a specific part

Students practice figuring out reason for reading in SLP-devised class scenario and matching approach to purpose

Text Compreh Tx 103

Strategy Tx Steps – In Sum

1.  Observe lessons, examine assignments, and talk with teachers to identify strategies

2.  Choose a few simple strategies with obvious benefits 3.  Give learning and practice opps in structured activities

separate from classroom lessons 4.  Move from short, well-structured texts to passages with

more varied structure and closer links to classroom 5.  Focus on strategy use w/o mastery of new curriculum 6.  Move into collaborative, sheltered content learning sits 7.  Move to subject teachers with previews & checkups 8.  Maintain student awareness of progress and benefits of

mindful, strategic reading Text Compreh Tx 104

Setting Tx Goals & Collecting Progress Data

Strategy tx is about process and product – But how can tx goals reflect this?

Text Compreh Tx 105

Expository Strategy Tx Goals?

1.  Johanna will improve text comprehension by producing oral summaries of informational articles with 80% accuracy of form and content based on SLP data

2.  Johanna will independently find and use info from grade-level articles to produce paraphrased summaries at 80% accuracy of content, organization, and strategy use based on SLP data

3.  Johanna will improve the content and organization of expository writing by producing bulleted notes and oral summaries of informational texts at 80% accuracy based on SLP data

4.  Text Compreh Tx 106

Expository Strategy Tx Objectives? Johanna will: a.  Identify four genres of expository discourse structure for

grade-level articles at 80% accuracy based on SLP data b.  Use two learning strategies, text preview and lookback, to

identify key info in grade-level textbooks… c.  Determine and carry out the approach to reading an

expository text based on the stated purpose… d.  Identify main ideas and supporting details of passages

from informational texts… e.  Make bulleted notes of key info organized into assigned

categories from grade-level texts… f.  Produce oral and written paraphrased summaries from

bulleted notes… Text Compreh Tx 107

Baseline & Progress Data

Johanna will independently use two learning strategies, text preview and lookback, to identify key information at 90% accuracy based on SLP data •  Can Johanna obtained accurate key information? •  Can Johanna use the strategy accurately? •  How much support does she need? •  Is Johanna using the strategy to get the information? •  In what contexts does Johanna use the strategy? •  What are the blocks and supports to habitual,

independent use?

Text Compreh Tx 108



Data Sources on Product & Process

1.  Information retrieval accuracy 2.  Observe st’s actions & notes during reading: what does

Johanna do and how fluently does she do it? 3.  Student think-alouds during the learning task 4.  Interview student after a learning task 5.  Observe a lesson and hope a strategy opportunity

appears 6.  Ask teacher to embed in lesson a question or scenario

that would benefit from strategy use 7.  Ask student about class assignment and strategies

used

Text Compreh Tx 109

The Almost Final Event: Speak-and-Sketch Note-Taking Tx

Inspired by some strategic learners and their sneaky shortcut…

Text Compreh Tx 110

Reading and Writing to Learn Thru Note-Taking

•  Moving from learning to read and write to reading and writing to learn

•  Writing improves reading (Graham & Hebert, 2011; Hebert et al., 2014)

•  Writing notes: succinct, info-dense, organized statements •  Take notes on what is read and hear for use in

presentations, reports, and tests

Mental processes à paraphrasing and summarizing à comprehend, recall, analyze, evaluate, synthesize

Text Compreh Tx 111

Note-Taking Tx to Close the Crack

4th Grade note-taking (Hebert et al., 2014) –  Sparse with little or no info from passage –  On only one aspect of passage, ignore whole sections –  Included superfluous info –  Connected text instead of iding important info –  Include all or most info from a passage

•  But classroom instruction in learning strategies often incidental and irregular

•  Maybe SLPs can catch our students before they fall…

Text Compreh Tx 112

Revisiting A Story Notation Tool

Fast, flexible, temporary preservation of story content •  AKA stickwriting or

picture writing •  Quick & easy •  Just enough to

remember

Text Compreh Tx 113

Pictography in Narrative Tx

Uses: •  Dramatic scripts •  Recall & comprehension •  Drafts in writing process •  Cooperative composition Findings: •  Easy to learn & use, g1-7 •  Coherent sequential telling •  Complex story structure •  Content focus, revision, &

extension •  Pictog > writing or drawing

for length & quality

McFadden (1998), Ukrainetz (1998) Text Compreh Tx 114



The Sneak – Student-Devised Key Word Plans

Text Compreh Tx 115

Pictography for Procedural Discourse

Text Compreh Tx 116

Speak-and-Sketch Note-Taking Tx

•  After hearing or reading text, alternating oral and print full and simple productions with interactive scaffolding

Read it à say it simply à sketch it simply à say it fully à note it simply à say it fully à write it fully J J

•  Pictography breaks away from text wording •  Pictography to bulleted notes on 2-column paper & categs •  Repeated oral paraphrasing & summarizing

àà Improved expository writing and comprehension Text Compreh Tx 117

Try it Out – Cobwebs to Crosshairs

Freeman, M.S. (1997). Listen to This: Developing an ear for expository. Maupin.

Text Compreh Tx 118

Cobweb Pictography

Text Compreh Tx 119

Teacher-Approved Two-Column Notes

Text Compreh Tx 120

Category/Feature/Attribute/Qn

Pictography & Notes

Group

Habitat

Appearance

Movement

Preferred Food

Special Feature

Topic/Source _______________________



Speak & Sketch Note-Taking Tx •  Preview: You will be learning how to write good notes about

important information from what you read. This will help you understand your class readings, give oral presentations, write reports, and study for tests. You are going to learn two ways of taking notes: a special way and the regular way. –  What are you learning, why are you learning it, and

where else can you use it? •  Preparation: Give student choice of animal articles. Show

2-column notes form. This is how record info you need for making reports or studying. We will be practicing finding and noting important information. –  Show picture of animal after completing pictography but

continue to use text as source of info

Text Compreh Tx 121

Speak & Sketch Session 1 - Pictography

1.  Say it simply. Shared read aloud Topic 1. Stop after each parag, ask for item to go on notes form but don’t write it. Tell student to remember where info located & keep on reading.

2.  Sketch it simply. SLP models pictog from first parag on own sheet. Student chooses item, sketches in category.

-  Pictography: quick and easy, and just enough to remember (e.g., penguin = oval with feet; eats bugs and worms = dot and wiggly line)

3.  Say it simply. SLP models sentence from pictog. Student says sentence from his pictog. Revise and improve. Move to next parag, repeat.

4.  Say it fully. Say whole summary from pictog. Revise pictog and oral summary. Repeat oral summary. Text Compreh Tx 122

Speak & Sketch Session 2 – Bulleted Notes 5.  Say it fully from Topic 1 pictography. 6.  Say it and note it simply. From pictog and article. Now

we are going to learn to turn our pictography into short notes of important ideas. We will write using quick and easy key words. Student says simple phrases. Initially clinician writes notes and talks thru them: The dots are called bullets. Bullets show these are just the important words. For bulleted notes, you don’t need proper sentences. After a few, student writes. SLP scaffolds oral and written notes. For spelling request, find word in article (incidental spelling strategy).

7.  Say it fully from notes. Revise notes and oral summary. Repeat saying it fully.

Text Compreh Tx 123

Speak & Sketch – Written Summary Sessions 3, 4, 5 – Repeat pictog & notes on Topics 2 & 3 Session 6 – Writing from Notes 8.  Say it fully from notes of Topic 3. Revise notes and oral

summary. 9.  Say it and write it fully but one sentence at a time. Have

student orally produce each well-formed sentence from notes before and after they write it.

8.  Say it and write it fully for topic sentence. Help student make a relevant, paraphrased version of the article’s opening sentence. Say it then write it.

10. Say it and write it fully for closing statement. 11. Say it fully by reading aloud the summary. Revise written

summary with reference to sketches and notes. Text Compreh Tx 124

Review Organization, Paraphrasing, and Summarizing

12.  Editing. Conventions checklist, guide student to make some corrections to spelling, capitalization and punctuation.

13.  Organization review. Compare written summary to notes for expanding key ideas into full sentences. Show how order of sentences matched order of the notes this time. Next time, student may have to re-organize notes with numbers and arrows to make a good summary.

14.  Paraphrasing and summarizing review. Compare written sentences to article sentences. Compare how student paraphrased and summarized important info from longer article.

Text Compreh Tx 125

Bridging From SLP to Classroom 15. Review.

–  Discuss use of note-taking in helping to understand, talk, write better in class.

–  Pictography optional but may be helpful for getting ideas on paper quickly

–  Ask student for way it will be easy and way hard to take notes in class assignments

Future steps –  Move to harder texts, note-taking for different topics

and features, 2-column notes groups that need re-organization

–  Work on facilitations and hindrances to using note-taking strategy for classwork

Text Compreh Tx 126



Note-Taking Rubric

Organization •  Title relevance •  Category names •  Bullet use •  Sentence reduction •  Punctuation absence

Content •  Info coverage •  Info from source •  Category coverage •  Category match •  Notes utility

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Summary Rubric Organization •  Topic statement •  Info grouping •  Category labels •  Category repetition •  Concluding statement Content •  Info coverage •  Info match to source •  Category coverage •  Category match •  Info specificity

Paraphrasing •  Novel sentences •  Novel vocabulary •  Novel quality •  Category use in sentences •  Cohesion among sentences Delivery •  Oral style & fluency •  Written conventions &

spelling Text Compreh Tx 128

Habits of Mindful Reading for Comprehension and Learning

Match way of reading to purpose Stop to ask selves qns (and answer)

Paraphrase and summarize Note important ideas

Monitor and seek repairs

Text Compreh Tx 129

Putting It All Together: Strategies, Content, and Engagement –

and Tx

Comprehension skills & strategies, cognitive modeling, multimodal texts, cooperative

learning, connecting strategy to subjects, extended literature discussions, inquiry-

based and experiential learning…

Text Compreh Tx 130

Concept-Oriented Reading Instruction

•  Concept-Oriented Reading Instruction (CORI) (http://www.cori.umd.edu) (Guthrie and colleagues)

•  Systematically organized around 1.  Student motivation and engagement 2.  Scientific concepts and inquiry skills 3.  Reading strategies taught within content reading 4.  With differentiated learning support

Text Compreh Tx 131

CORI Motivational and Concept Features

Text Compreh Tx 132

Choices Students given some control over texts, subtopics, and writing activities

Relevance Hands-on activities and connection of texts to theme and experiences

Collaboration Students collaborate in pairs on strategy selection and practice

Thematic Units Overarching theme linked all reading and writing activities for deep, interconnected knowledge

Success Students read trade books related to theme at their level

Diverse Texts Concepts learned and linked through science, poetry, novel, and legend books



CORI Learning Strategies

Text Compreh Tx 133

Word Fix-Ups Re-read Use a picture Chunk word Discuss with partner Draw it Look it up Read ahead Read aloud

Sentence Fix-Ups Fix-up strategies applied to confusing sentences

Passage Analysis ID main idea versus details ID how details link to the main idea

CORI Features for Low Achievers

Text Compreh Tx 134

Texts Informational and narrative trade books at a range of reading levels

Concepts Fewer concepts taught at a time, with more graphics and less print

Writing Student charts and reports required less writing

Fluency Extra guided practice in fluency and decoding skills

Strategies Fix-up strategies taught at a slower pace with more modeling Taught inferencing conclusions from stated information in text

CORI Investigation Guthrie et al. (2009), six gr5 classes •  12 wks of 90 min daily, plus more for low achievers •  Theme of animal-plant interactions in eco communities •  Comparison: 3 gr5 classes, disconnected lessons,

decoding, fluency, basal readers, story writing, and independent reading on diverse topics

•  Results: Tx > Compare for typical and low-ach –  Attitude toward learning –  Reading comprehension –  Content knowledge –  Word recognition students –  Improvements in later reading and learning activities

Text Compreh Tx 135

The SLP Version of CORI: Tx thru Units & Projects

Embed tx skill goals in meaningful activities thru whole-part and RISE+ Start with purposeful, complex whole activity with several tx objectives 1.  Move to contrived part tasks for explicit

focus, systematic support, and repeated opps for each tx skill

2.  Back to purposeful activity to integrate tx skills learned in parts into a whole

3.  Then do it again… Catherine Ross, MS, CCC-SLP, [email protected])

Text Compreh Tx 136

“Staying on Topic” in Tx

•  To increase reading comprehension (Common Core, 2010; Adams, 2011)

–  Go narrow and deep, not broad and superficial –  Plus linking topic learning between grades

•  Lots of reading advanced texts on common topic –  Drive concept and vocabulary learning –  Including never-seen-before new words

•  Thematic instruction è knowledge, vocab, and compreh è students handle more difficult texts, è improve knowledge, vocab, & compreh è raise SATs è J!

So use curricular links, projects, and thematic units in tx Text Compreh Tx 137 Text Compreh Tx 138

RISE+ and Projects

R: Repeated opps for main ideas and details in a meaningful activity

I: Intensively practice summarizing goal while note-taking in small tx groups

S: Scaffolding reading of sources and building presentation with aim of increased student independence

E: Explicit skills of whatever SLP selects to highlight and systematically scaffolded in repeated opps

+: Motivation and engagement through ownership of project and skills



Debating Dogs in Trucks

Project features: •  Extended text comprehension &

production •  Many tx goal possibilities •  Specific skills integrated in

meaningful, motivating product •  Larger groups & resource teacher

collaboration

Expository Tx goals: 1.  Persuasion speech

structure 2.  Summarizing main

ideas and details 3.  Using X learning

strategies 4.  Vocabulary of

inferring word meaning from text


Oral Debate Tx Project 1.  Determine the main points from texts provide 2.  Evaluate and agree on main points 3.  Develop a position statement 4.  Locate and list points that support position 5.  Evaluate arguments on fact versus opinion, credible

versus doubtful, relevant versus tangential 6.  Set debate etiquette 7.  Prepare the scripts 8.  Practice the presentation 9.  Carry out debate 10. Reflect on debate and skill performance

For more info, see Ukrainetz & Ross (2006)

Text Compreh Tx 141

Student Research Projects

•  Oral language in composition process and presentation •  Bulleted notes involve minimal writing •  Strategy practice embedded in reading sources •  Media possibilities: Research poster, podcast, Wiki report •  Focus on target tx skills thru RISE+

•  Setup –  8-12 sessions –  Small groups of a range of grades –  Give choice of research topics around theme –  ID sources in advance: websites, books, magazines –  Make timeline and guide for “What do I do next?”

Text Compreh Tx 142

Informational & Narrative Literature

Text Compreh Tx 143

Research Project: Method Students will…

1.  Identify a topic 2.  Determine what is known and not known 3.  Use K-W-L+ to develop concept map 4.  Use concept map to identify questions

–  What do I already know about my topic? –  What else do I need to know? –  What do I want to find out? –  What else am I wondering about?

5.  Generate keywords for information search 6.  Determine location and how to access

predetermined, limited number of sources Text Compreh Tx 144

Concept Map



Text Compreh Tx 145

Key Word Search MAJOR TOPIC

Tsumani

What kinds of tsunamiwarning systems arethere?

Tsunami +warning

How do tsumamiwarning systemswork?

Tsunami +predict

Where aretsumami warningsystems located?

Tsunami +predict+location

Who inventedwarningsystems?

Tsunami +warning +inventor

KEY WORDS FOR SEARCH

RESEARCH QUESTIONS

Text Compreh Tx 146

Research Project: Students Will…

7.  Skim reference material to determine relevance and quality –  Use targeted comprehension strategies –  Notice author, relevance, authenticity (rabbits

+eat=?) 8.  Read for understanding of main idea and relevant

details, using tx compreh strategies 9.  Make bulleted notes, linked to tx compreh strategies 10. Organize and synthesize material in draft 11.  Create final expository text and graphics 12.  Practice and present oral presentation 13.  Review performance on whole and embedded tx skills

Text Compreh Tx 147

TASK I needed a lotof help

I needed alittle help

I workedindependently

Identify topic

Identify researchquestionsIdentify keywords

Locate good sources

Read information fromsources-find answers to myquestionsNotetaking-writinginformation from mysourcesOrganize information frommy sources (Poster)Works cited in bibliographyPresent my project.Use of sentences,vocabulary, speakerskills, and visuals. Self-Evaluation on Whole Project Text Compreh Tx 148

Student Self-Evaluation of Learning Strategies

In this project : 1.  What were your tx goals for this activity/unit/project? 2.  What did you do when you first looked at your sources? 3.  Where did you look to answer qns about your topic? 4.  How did you remember important info from your

sources? 5.  Show where you paraphrased a sentence from a source. 6.  What was one tx goal strength for your project? 7.  What is one tx goal you could improve the next time? 8.  How much help did you need to meet your tx goals? 9.  What are you going to focus on improving next time?

Text Compreh Tx 149

Ross Reflection on Tx Projects Challenging

–  Teach and track multiple sts and tx objectives at a time –  With each progressing at individual rate

But also rewarding –  Continually astounded at middle schl sts: “work ethic,

focus, and enthusiasm” •  Can I start my Boolean search on the internet today? I finished

identifying my keywords last session. • I have highlighted the answers to my research qns, so today do I get

to start notetaking? • I have typed my research notes. Can I start my final product design? • You said we would present our posters to each other in Speech, but

can I present mine in reading class? I think Mrs. Smith and the other sts would like to see what I’ve been working on.

Comprehension Tx – In Sum

•  Active, purposeful engagement with meaningful texts •  Learning strategies for before, during, and after reading •  Support toward independent, habitual use •  Systematic procedures and cognitive modeling •  Connections with the classroom and student interest •  Using RISE+ in Whole-Part tx units and projects

è Engaged learners who habitually apply comprehension strategies to achieve educational success and enjoy their reading more

Text Compreh Tx 150



References Adams, M.J. (2011). Advancing sts’ lang & lit. Amer Educator, 34(4), 3–11, 53. Alvermann, D.E. & Wilson, A.A. (2011). Compreh strategy instruct multimodal texts in science. Theory Into Pract, 50, 116–124. Armbruster, B. B. et al. (1991). Improving content-area rdg w/ instruct graphics. RRQ, 26, 393–416. August, D.L. et al. (1984). Compreh monitor of skilled & less sk rdrs. RRQ, 20, 39–53. Bazerman, C. (1985). Physicists reading physics. Written Communication, 2, 3–23. Chan, L.K.S., & Cole, P.G. (1986). Effects of compreh monitoring training on rdg competence of LD & reg sts. Remed & Sp Ed, 7, 33–40. Calkins, L. et al. (2012). Pathways to Common Core: Acceleratg ach. NH: Heinemann. Clarke, P.J. et al. (2010). Ameliorating ch’s rdg compreh difficulties: Rand control trial. Psyc Science, 21, 1106-1116. Crabtree, T. et al. (2010). Self-monit of story elements on rdg compreh of sts w/ LD. Ed & Tx of Ch, 22, 187–203. Garner, R., & Reis, R. (1981). Monitoring & resolving compreh obstacles: Investig of spont text lookbacks. RRQ, 16, 569–582. Gersten, R., et al. (2001). Tchg compreh strateg LD sts. Rev Educ Res, 71, 279–320. Graham, S., & Hebert, M. (2011). Writing-to-read: Meta-analysis of impact of writing and writing instruct on rdg. Harvard Educ Rev, 84, 710-744. Hebert, M., et al. (2014). Note-taking & extended writg on text compreh. Learn Dis: Contemporary J, 12, 43-68.

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Kamil, M.L. et al. (2008). Improving adoles lit: Effective class & interv practices: Prac Guide (NCEE #2008-4027). DC: IES. Kelley, M. J. & Clausen-Grace, N. (2010). Guiding sts thru exposit text with text feature walks. Rdg Teacher, 64, 191-195. Kelley, M. J., & Clausen-Grace, N. (2008). From pic walk to text feature walk: Guidg sts to strategically preview info text. J Content Area Rdg, 7, 9–31. Lorch, R.F., & Lorch, E.P. (1996). Effects of organiz signals on free recall of exposit text. J Educ Psyc, 88, 34-48. Mason, L.H. (2004). SRSD vs reciproc qning: Exposit rdg compreh of struggling rdrs. J Ed Psyc, 96, 283–296. Mason, L. H., et al. (2006). SRSD for exposit compreh. Tchg Except’l Ch, 38, 47–52. McFadden, T.U. (1998). Immed effects of pictog drafting on ch’s narr. CLTT, 14, 51-67. McKeown, M.G. et al. (2009). Rethinking rdg comprehen instruct: Instruct strategies & content approaches. RRQ, 44, 218–253. Nat’l Rdg Panel. (2000). Tchg ch to read: Evid-based assess of scientific res on rdg & rdg instruct (NIH 00-4769). DC: NICHHD. http://www.nationalreadingpanel.org/ Palincsar, A.S., & Brown, A.L. (1984). Reciproc tchg of compreh-fostering & monitoring. Cog & Instruct, 1, 117–175. RAND Rdg Study Group. (2002). Rdg for understanding: Toward res & develop prog in rdg compreh. CA: RAND. http://www.rand.org/pubs/monograph_reports/ Rosenshine, B., & Meister, C. (1994). Reciproc tchg. Rev Ed Res, 64, 479–530. Text Compreh Tx 152

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