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Creating Literacy Instruction for All Students, Enhanced 9th Edition
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Uploaded: 7 years ago
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Category: Education
Type: Lecture Notes
Tags: reading, readers, strategies, mental, knowledge, background, schema, models, students, mental, instruction, situation, teaching, meaning, content
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Description
Lecture notes used in class. Chapter 7 Author of the textbook is Gunning
Transcript
Creating Literacy Instruction for All Students, Ninth Edition
Chapter 7
Comprehension: Theory and Strategies
Developed by:
Thomas G. Gunning, Professor Emeritus
Southern Connecticut State University
Process of Comprehending
Three interacting factors
The reader
The text
Context in which the text is read
Process of Comprehending
Schema theory-comprehension is a process of activating schema (unit of organized knowledge). Relate what we are reading to our background knowledge.
Build a mental (situation) model.
Mental (Situation) Model
Surface Code-exact words & syntax
Propositional textbase- statements that retain the meaning of the text but not the form.
Situation or Mental Model- integrates textbase with reader’s background knowledge & goal for reading.
Constructing a Situation (Mental) Model
Build on textbase
Integrate prior knowledge or schema, goal for reading, and other reader factors with the textbase
Check mental model with textbase
Mental models vary because of readers’ diverse backgrounds, goals for reading, & perspectives
Constructing a Textbase
Understanding essential details at a literal level
Integrating text across sentences and paragraphs
Making low-level, text-based inferences –inferring antecedent for a pronoun
Monitoring for meaning
Process of Comprehending
Standard of coherence- reader’s criteria for quality of comprehension
Role of reasoning
Role of attention
Role of surface features
Developmental nature of comprehension
Approaches to Teaching Comprehension
Strategy - encourages students to think about their mental processes & use specific strategies to construct meaning
Content analysis - engage students in attending to text ideas & building a mental representation of the ideas
Combination of strategy & content analysis
Comprehension Strategies
Preparational
Organizational
Elaboration
Rehearsing
Metacognitive
Affective
Strategy Instruction
Introducing the strategy
Demonstrating and modeling the strategy
Guided practice
Independent practice and application
Assessment and reteaching
Ongoing reinforcement and implementation
Preparational Strategies
Previewing (Surveying)
Activating prior knowledge
Setting purpose & goals
Purpose-question to be answered
Goals-reasons for reading- pleasure, gain knowledge
Predicting
These strategies may also occur during reading.
Organizational Strategies
Comprehending or constructing main idea
Determining relative importance of information
Organizing details
Sequencing
Following directions
Summarizing
Elaboration Strategies
Making inferences
Using QAR
It Says-I Say-And So
Macro-cloze
Mystery passages
Imaging
Using manipulatives
Question generation
Other strategies
Using Manipulatives
Ties meaning to action--students manipulate objects or pictures to show what a piece of text is saying.
“Meaning arises from simulating the content of sentences.”
Students who simply viewed the manipulations had improved comprehension.
Students replace manipulation with imaging.
Monitoring Strategies
Knowing where and how to use strategies (metacognition)
Knowing oneself as a learner
Regulating
Checking
Repairing
Click and clunk technique
Repair Strategies
Slowing reading rate
Pausing
Reading aloud
Jumping over (skipping)
Looking back
Rereading
Paraphrasing
Using text aids
Using references
Reading an easier version
Social-Constructivist Nature of Comprehension
Effective with struggling & achieving readers
Collaborative
Reciprocal Teaching
Uses predicting, questioning, clarifying, summarizing
Questioning the Author
Emphasizes content
Making Strategy Instruction Work
Based on student needs
Teacher repeatedly models & explains
Teacher adapts instruction
Fosters affective factors
Provide instruction that is sufficiently explicit
Integration of Strategies
Several strategies are applied simultaneously
Takes time to learn strategies
Strategies learned at one level may need to be refined at higher level
Explicit Versus Nonexplicit Instruction
Better readers infer strategies.
Struggling readers need explicit instruction.
Explicit teaching is intentional and direct. Provides clear instruction.
Importance of Affective Factors
Attentive
Active
Reflective
Students are more motivated & involved when consulted, given choices, feel competent, see value of reading, & when they collaborate with classmates.
Comprehension Strategies for Bilingual Learners
• Use same strategies as native speakers
• Also translate information
• Also transfer information from one language to another
• Are more metacognitively aware
Assessing Comprehension
Use process questions
Use think-alouds
Administer mystery passages
Also use observation, work samples, quizzes, & tests
Importance of Prior Knowledge
Makes a greater contribution to comprehension than decoding or reported use of strategies.
Students having a richer background can make more connections between what they know & what they are reading & have better comprehension and retention.
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