Chapter 7 Comprehension: Theory and Strategies This multimedia product and its contents are protected under copyright law. The following are prohibited.

Chapter 7Chapter 7

Comprehension: Theory and Strategies

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

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© 2010 Pearson Education, Inc. All rights reserved.

Copyright Pearson Allyn & Bacon 2010

Chapter 7 Anticipation GuideChapter 7 Anticipation Guide


Process of ComprehendingProcess of Comprehending

• Schema Theory

• Situation Model Theory

• Role of Reasoning

• Role of Attention

• Role of Surface Features

• Developmental Nature


Comprehension StrategiesComprehension Strategies• Preparational

• Organizational

• Elaboration

• Rehearsing

• Metacognitive


Comprehension StrategiesComprehension Strategies(Continued)(Continued)

• Strategy Instruction– Introducing the strategy– Demonstrating and modeling the strategy– Guided practice– Independent practice and application– Assessment and reteaching– Ongoing reinforcement and implementation



• Teaching Preparational Strategies– Activating prior knowledge– Setting purpose and goals– Previewing– Predicting



• Teaching Organizational Strategies– Comprehending main idea– Constructing main idea– Determining relative importance of information– Organizing details

• Sequencing• Following directions

– Summarizing



• Teaching Elaboration Strategies– Making inferences

• Using QAR• Difficulties in applying• Applying skills in classroom• It Says-I Say-And So• Macro-Cloze• Difficulties in drawing conclusions

– Imaging– Question generation– Other strategies


Figure 7.6: It SaysFigure 7.6: It Says——I SayI Say——And So ChartAnd So Chart



• Teaching Monitoring Strategies– Knowing where and how to use (metacognition)– Knowing oneself as a learner– Regulating– Checking – Repairing– Click and clunk


Figure 7.8: Metacognitive StrategiesFigure 7.8: Metacognitive Strategies



• Use Process Questions and Think-Alouds to Assess Comprehension

• Scheduling Strategy Instruction– Various models and scheduling– Gradual Release of Responsibility model


Closing the Gap By Making Closing the Gap By Making ConnectionsConnections

• Comprehension Increases Through Use of Causal Relationships

• Comprehension Strategies for Bilingual Learners– Translating information– Transferring information


Social-Constructivist Nature of Social-Constructivist Nature of ComprehensionComprehension

• Reciprocal Teaching– Uses predicting, questioning, clarifying,

summarizing

• Questioning the Author– Emphasizes content


Integration of StrategiesIntegration 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


Making Strategy Instruction WorkMaking Strategy Instruction Work

• Base on Student Need

• Teacher Repeatedly Models and Explains

• Teacher Adapts Instruction


Importance of Affective FactorsImportance of Affective Factors

• Attentive

• Active

• Reflective


Explicit versus Nonexplicit Explicit versus Nonexplicit InstructionInstruction

• Better Readers Infer Strategies

• Struggling Readers Need Explicit Instruction


Tools for the ClassroomTools for the Classroom

• Emphasize Higher-Level Thinking

• Provide Struggling Readers with Appropriate Level Materials & Instruction

• Review Essential Standards

• Use Ongoing Assessment

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