comprehension strategies - dr. grant - gmu
Post on 11-May-2015
626 Views
Preview:
DESCRIPTION
TRANSCRIPT
COMPREHENSION STRATEGIESR. Grant
-Why we read the word and the world-
Basic Goals of Reading
To enable the learner to gain understanding of the world and of themselves
To develop appreciations and interests
To help the learner to find solutions to their personal and group problems
To develop strategies to support independent understanding and thinking
Teachers’ Role
To support comprehension teachers need to: Activate students’ prior knowledge Guide students’ reading of a text Foster active and engaged reading Reinforce concepts gleaned from the text
reading Encourage careful/critical thinking Pursue inquiry on different topics
Approaches for constructing meaning
Visualizing
Monitoring
Inferencing, including predicting
Identifying important information
Generating and answering questions
Synthesizing
Summarizing
More approaches for constructing meaning
Tapping prior knowledge Organizing ideasFiguring out unknown wordsMaking connectionsComprehension monitoringApplying fix-up strategiesRevising meaningPlaying with words
Guidelines for Skill and Strategy Instruction
Teach mini-lessons
Differentiate between skills and strategies
Provide step-by-step explanations
Use modeling
Provide practice opportunities
Apply in content areas
Use reflection
Hang charts of skills and strategies
Modeling
The process of showing or demonstrating for someone how to use or do something s/he does not know how to do.
The process by which an expert shows students (non-experts) how to perform a task.
A component of scaffolding learning within the constructivist framework.
Types of Modeling
Implicit modeling
Explicit modeling Talk-alouds Think-alouds
Where modeling takes place
During daily activities
Process writing
Literacy lessons
Mini-lessons
Guidelines for Effective Strategy Instruction
Determine the need for instruction on the basis of student performance
Introduce only 1 or 2 strategies at a time
Model and practice the strategy in the meaningful context of a reading experience
Model each strategy at the point where it is most useful
Guidelines – (cont’d)
Be sure that modeling and practicing are interactive and collaborative activitiesGradually transfer modeling from yourself to the studentsHelp students experience immediate success Encourage the use of a strategy across the curriculumGuide students to become strategic readers
Mini-lesson
Introduction (includes telling why and when strategy can be useful)
Teacher modeling
Student modeling and guided practice
Summarizing and reflecting
Follow-up to mini-lesson
Independent practice
Application
Reflection
Comprehension Strategies
Reciprocal Teaching(RT)
RT is an interactive process in which the teacher and students take turns modeling 4 strategies after reading a meaningful chunk of text
Strategies in RT Predict Question Clarify Summarize
Summarizing steps
Delete trivial information
Delete redundant information
Substitute superordinate terms for lists of terms
Integrate a series of events with a superordinate action term
K-W-L
Purpose: intended to help teachers become more responsive to helping students access appropriate knowledge when reading
Rationale: students need a mix of individual and group activities and procedures to scaffold their own ideas and interests
Audience: any age level with expository text
K-W-L Procedures
Step K- What I know
Step W- what do I want to learn
Step L- What I learned
K-W-L modifications
K-W-L Plus (incorporates mapping and summarizing)
K-W-H-L (H stands for How do I intend to learn; what resources, tools will be needed
K-W-L with paragraph frames (incorporates writing)
K-W-L with focus questions
Anticipation Guides
Purpose: to activate student;s knowledge about a topic before reading, and provide purpose by serving as a guide for subsequent reading
Rationale: prediction serves to activate prior knowledge; controversy can be an effective motivational device
Audience: any grade level
Anticipation Guides-procedure
Identify major concepts
Determine students’ knowledge of these concepts
Create statements
Decide statement order and presentation mode
Present guide
Anticipation Guides-procedure (cont’d)
Discuss each statement briefly
Direct students to read the text
Conduct follow-up discussion
Text Preview
Purpose:
1) build students’ background knowledge about a topic before reading
2) Motivate students to read
3) Provide an organizational framework for comprehending a text
Text Preview
Rationale: comprehension is enhanced when readers draw on their prior knowledge and are interested in the topic
Audience: upper elementary through high school
Text Preview-Procedure
Preparation and construction of text previews An interest-building section A synopsis of the selection A section that includes a purpose-setting
question or directions for reading
Text Preview-Procedure
Presentation of text previews Tell students that you’re going to introduce a
new story Read the interest-building section of the
preview Give time for students to relate the information
to their prior knowledge and discuss it Read remainder of preview Direct students to read the selection
ReQuest Procedure
Purpose:1) Formulate their own questions and
develop questioning behavior2) Adopt an active, inquiring attitude to
reading3) Acquire reasonable purposes for reading4) Improve independent reading
comprehension skills
ReQuest Procedure
Rationale: it is important for students to develop their own abilities to ask questions and set their own purposes for reading
Audience: all levels and all ages
ReQuest Procedure
Procedures Preparation of material Development of readiness for the strategy Development of students questioning behaviors Development of students predictive behaviors Silent reading Follow-up activities
Question-Answer Relationships
Purpose: enhance students’ ability to answer comprehension questions by giving them a systematic means for analyzing task demands of different question probes
Rationale: students become independent comprehenders by learning how to respond to different types of comprehension questions
Audience: grade four through eight
Question-Answer Relationships
Procedure Lesson 1: introduce students tot the task
demands of different questions, provide practice at identifying task demands related to answering questions
Lesson 2: provide students with review and further guided practice as they read slightly longer passages
Extend task to longer selection
Think-Alouds
Purpose: to help readers examine and develop reading behaviors and strategies
Rationale: with teacher modeling students will realize how and when to use effective processing strategies for understanding
Audience: all levels
Think-Alouds: Procedures
Teacher modeling Make predictions or show students how to
develop hypotheses Describe your visual images Share an analogy or show how prior knowledge
applies Verbalize a confusing point or show how you
monitor developing understandings Demonstrate fix-up strategies
Think-Alouds: Procedures
Student partnerships for practice
Independent student practice using checklists
Integrated use with other materials
More Effective Comprehension Strategies
Dialogical-Thinking Reading Lesson
Inquiry Chart
Graphic Organizers (story maps, semantic web)
DRA and DR-TA
Inferential reading
SQ3R
Discussion
Reciprocal Teaching
top related