comprehension: reader factors chapter 8 tompkins
TRANSCRIPT
Comprehension: Reader Factors
Chapter 8
Tompkins
Figure 8--7 Twelve Strategies That Readers and Writers Use
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Comprehension Comprehension is the main goal of reading instruction Reading and writing are meaning-making processes When students make sense of what they are reading they
are more interested in reading Comprehension is a multifaceted process involving
different levels of thinking: literal, inferential, critical and evaluative
Prerequisites for Comprehension: Background Knowledge, Vocabulary, Fluency
Reader and Text Factors
Students understand more when they: Activate/build upon background knowledge Examine the text Make Predictions Make Connections Create Mental Images Draw Inferences Read with a purpose Notice symbols and literary devices Monitor their understanding
Activating Prior Knowledge
Readers make connections between what they know and what is in the text
Connecting
Readers make text-to-self, text-t-o-text, and text-to-world connections
Determining Importance
Readers notice big ideas in the text and relationship among them
Drawing Inferences
Readers use background knowledge and clues in the text to “read between the line”
Evaluating
Readers evaluate both the text itself and their reading experience
Monitoring
Readers supervise their reading experience checking that they’re understanding the text
Predicting
Readers make thoughtful guesses about what will happen and then confirm their predictions
Questioning
Readers ask themselves literal and inferential questions about the text
Repairing
Readers indentify the problem interfering with comprehension and then solve it.
Comprehension Reader Factors
Background Knowledge Vocabulary Fluency Comprehension Strategies Comprehension Skills Motivation
Setting a Purpose
Readers identify a broad focus to direct their reading through their text
Summarizing
Readers paraphrase the big ideas to create a concise statement
Visualizing
Readers create mental images of what they are reading
Comprehension Strategies Predicting Setting a Purpose Connecting Visualizing Questioning Identifying Big Ideas Summarizing Monitoring Repairing Evaluating Determining Importance Making Inferences
Making Inferences
Reading between the lines…. Think of background knowledge about
topics related to the story Look for the author’s clues in the story Ask questions tying together background
knowledge and the author’s clues Make inferences by answering questions
Motivation
Teacher Motivation (extrinsic) Attitude Community Instruction Rewards
Student Motivation (intrinsic) Expectations Collaboration Reading and writing competence Choices
Figure 8--9 Five Types of Skills That Readers and Writers Use
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Figure 8--10 How Third Graders Use Reading and Writing Skills
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Figure 8--11 Guidelines for Skill and Strategy Instruction (Adapted from Winograd & Hare, 1988; Pressley & Harris, 1990.)
Gail E. TompkinsLiteracy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.