reading comprehension
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Reading Comprehension. “Understanding reading comprehension is a journey of understanding the human mind.” Siegal. You already know a lot!. What is a RAC…really? - PowerPoint PPT PresentationTRANSCRIPT
Reading Comprehension
“Understanding reading comprehension is a journey of understanding the human
mind.” Siegal
What is a RAC…really?
Read and keep track on the side of some of the reading skills or processes that you use to read and comprehend this fascinating article about something that is more than its name.
You already know a lot!
The Comprehension Process
Research
Best Practices
Questions &Trends in Research
Today’s Goal
Comprehension-thinking about and responding to what you are reading is what it is all about. Comprehension is the reason and prime motivator for engaging in reading. Cunningham and Allington
Historical Overview Literacy Timeline
Take notes on discoveries you make on our journey.
Possesses positive habits and attitudes
Read fluently enough to focus on meaning
Read a variety of text for a variety of purposes
Use schema
Use a variety of skills and strategies flexibly and strategically
What good readers do
Card Sort
Activate prior knowledge
Make connections
Categorize Select for importance
A Reader’s Tool BoxSkills, strategies and cognitive processes
• Attend, monitor accuracy, adjust pace, recall,
• Sustained effort, fluency, Micro Processes
• Building connections within the textIntegrative
• Get the ‘gist’, see patterns of organization• Seeing the big picture, summarizing
Macro Processes
• Using schema, visualization, asking questions, determining importance, making inferences. Monitoring and repairing confusions, synthesizing
Elaborative
• monitoring their thinking, qualitative thought
• self-initiated ‘fix up’ strategiesMeta-cognitive
Comprehension Processes
Effective Strategies that Boost Reading Comprehension
Evidence based recommendations on best practices from the Dept. of Education
http://dww.ed.gov/
Seven Powerful Strategies
Use Multiple Strategies at
once
Ongoing assessment
Integrate across curriculum
Recommendations
Model of Instruction• demonstrate,
explain, model, implement interaction
Choose texts carefully
Model for instruction
Elaborate rich conversations
Gradual release of control
• Mini lesson• Activate prior knowledge• Front load knowledge
Explain
• Think a loudsModel
• Scaffold• Support thinking• Teacher feedback
Guide
• Reciprocal teaching, CSR• Continued modeling with genre
changes• Develop meta-cognition
Independent Practice
• IndependenceApplication to new situations
Process based Ability to interrelate processesComplex, flexible
Questioning the author
Build motivation and engagementAssessment to reveal thinking
Resources
Additional Considerations
ComprehensionStrategiesMonitoring Comprehension
Metacognition
Graphic & Semantic Organizers
Answering Questions
Recognizing Story Structure
Generating Questions
Summarizing
Tools for Direct and Explicit Instruction
Assessment Best Practice
Intentionality is Everything
Consider the purpose of the assessment carefullyMaking thinking visible
RetellingFountas and Pinnel Benchmark Conferring
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf
Integrated, Inquiry-based
Intervention
Visual literacy
Hypertext literacy
Current Trends
What trends have you noticed in your reading?
How do we promote independent thinking ?
How do we promote a more generative use of strategies?
What is the right mix of interventions for struggling readers?
How do we encourage and support engagement and motivation?
How do we support sustained, systemic improvement?
Questions for Further Research
Assessment McKenna, Stahl. (2003) Assessment for reading instruction Shea, M. (2006 ) Where’s the glitch?: How to use running records with older readers, Grades 5-8. Portsmouth, NH: Heinemann
Instructional Strategies Beers, K. (2003) When kids can’t read: What teachers can do: A guide for Teachers 6-12. Portsmouth, NH: Heinemann. Dorfman, Capelli. (200 ) Nonfiction Mentor Texts: Teaching Writing Through Children’s Literature, K-6. Gallagher, K. (2004) Deeper reading: Comprehending challenging texts,4-12. Portland, ME: Stenhouse Publishers. Gallagher, K. (2000) Reading Reasons: Motivational Mini Lessons for Middle and High School. Portland, ME: Stenhouse. Harvey, S., Gouvis, A. Strategies that work 2: Teaching comprehension to enhance understanding. Portsmouth, NH: Heinemann. Mc Gregor, T. (2007) Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann. Keene, E, Zimmermann, S. (1997) Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH:
Heinemann. Thinking Maps http://www.thinkingmaps.com/products.php Rene’s Comprehension Binder – Comprehension section http://www.readinglady.com/
Intervention Beers, K. (2003) When kids can’t read: What teachers can do: A guide for Teachers 6-12. Portsmouth, NH: Heinemann. Pinnel, G, Fountas, I. (2009) When readers struggle: teaching that works. Portsmouth, NH: Heinemann. Shea, M. (2006 ) Where’s the glitch?: How to use running records with older readers, Grades 5-8. Portsmouth, NH: Heinemann
International Reading Association Reading Teacher http://readwritethink.org Clearinghouse of what works http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf
Resources
Take five minutes to discuss, contemplate nd play with what has been covered today.
Create ◦ Analogy◦ Visual◦ Song
◦ You will not have to share if you don’t want to.
Summing up