Comprehension 02

8/9/2019 Comprehension 02

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T E 3 0 1

Comprehension


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Background Knowledge

K(What you know) W (Want to know) L (What you havelearned)


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What is comprehension?

y Simply defined, comprehension is making meaning out oftext.

y Comprehension is the readers process of using priorexperiences and the authors textto construct meaningthat is useful to the reader for a specific purpose (Irwin,1991).

y Reading is aconstructive process in which readersconstruct meaning by interacting with text (Pearson,Roehler, Dole, & Duffy, 1990).

y The process of simultaneously extractingandconstructing meaningthrough interaction andinvolvement with written language (Rand Reading StudyGroup, 2002, p. xiii)


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Comprehension Model

y Reliant upon: Reader factors-what

readers bringto thereading process, includingpurpose, motivation andstrategies they use to read

Text factors-authorsideas, words used,organization andpresentation of ideas

Activity or the purposeand taskbehind thereading

Reader

Activity Text


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What we alreadyknow

y We knowthatthe following factors affect readingcomprehension: Word knowledge/Decoding skills

Fluency Vocabulary

Motivation


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Whatare comprehension strategies?

y Readingcomprehension strategies are consciousand flexible plans that readers applyand adoptto avariety oftexts and tasks (Pearson, Roehler, Dole, &

Duffy, 1992).y The flexible use of readingcomprehension strategiesare what separates the effective readers from thepoor readers.

y The good news is that readingcomprehensionstrategies canbe taught.


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Whatare characteristics ofcomprehension strategies?

y Strategies are conscious efforts. At firstthis is the case, butas students become more accustomed to

usingthese strategies, then they become habits ofgood readers.

y Strategies are flexible.

Strategies can be used for differenttypes oftexts and at differentstages of reading.

y Strategies should be applied only when appropriate. Students should be told thatthey dont have to use ALL the strategies

ALL the time.

y Strategies are widelyapplicable. Strategies can be used across ages, grade levels, abilities, and texts.

y Strategies can be overt or covert. Some strategies will result in written or verbal output, while others

can not be observed.

Graves, Juel, & Graves, 2004


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Strategies for younger learners (K -1st grade)

Before During After

y Previews from a picture walk

y Makes a prediction based on

picture cues

y Checks for picture cues forsupport on tricky words

pointed out by tutor

y Notices and repeats language

patterns Ex: Run, run, as

fasts as you can

y Activates background

knowledge by makingconnections with pictures

y Makes predictions

y Uses 1:1 matching

y Uses meaning cues: What

would make sense there?

Check the picture and thinkif that makes sense? Get

your mouth ready (with the

first sound of printed word)

and think what would make

sense.

y Cross-checks cues (MSV) for

self-correctiony Responds to the message of

the text with personal

connections

y Checks predictions

y Notices if reading did or did

not make sense

y Returns to text to clarify

confusionsy Retells or summarizes;

includes characters, setting,

beginning and ending, and

main events.

y Responds to the message of

the text with personal

connections


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Strategies for older readers (2nd grade and above)

Before During After

y Activating background

knowledge

y Generating questions

y Predicting

y Setting a purpose for

reading (expository

text)

y Establishing a purpose

for reading.

y Generating questions

y Visualizing

y Predicting

y

Clarifyingy Summarizing

y Monitoring

y Making connections

text to self, text to text,

text to world

y Making inferencesy Note taking using a

graphic organizer

y Answering questions

and generating new

ones

y

Visualizing (ending orimportant concepts)

y Clarifying

y Summarizing

y Paraphrasing

y Verifying predictions

y Discussion of mainideas using story

structure or text

structure


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Video

y Watch the following video and listen for informationabout whatgood readers do:

http://www.learner.org/resources/series204.html?pop=yes&pid=2188#


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What do good readers do?


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Strategies in action

y What strategies have you seen beingtaught in theclassroom? How have they been taught?


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What dont you get?

y Why some kids have difficulties in comprehension Meaning is notconstructed from the individual words

Comprehension goes beyond the abilityto read fluentlyand/or

recognize words Any number of issues can affectcomprehension and these can

occur for text, reader, and/or activity


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Ruling Out

y Is the student having issues with word decoding orrecognition (sight words)?

y Is the student having issues with fluency?

y W

hat do you knowaboutthe students oral language?y Is short-term or working memoryan issue?

y How is the students primary language related to thelanguage ofthe text?

y Is the issue related to an unfamiliarity with specific

features or aspects of written language?y What strategies, ifany, is the student using?

y How motivated is the student (for the material or theactivity?)

Duke, Pressley, & Hilden, 2004


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Comprehension Struggles: Beyond Not Getting It

yVariations in issues with children who arestrugglingto comprehend:Automatic word callers: good fluency, poor

comprehension

Struggling word callers: some difficulty in word ID,though still stronger in fluencyand word ID thanmeaning

Word stumblers: difficulty with word ID, butrelatively strong in determining meaning

Slowand steadycomprehenders: read slowly, butstrong word ID and comprehension

Slow word callers: accurate yet slow in reading,poor comprehension

Disabled readers: difficulty in both word ID andcomprehension

Buly & Valencia, 2002


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What This Tells Us

y Have to lookbeyond test scoresy Triangulate your data Formal assessments Informal assessments

y Determine if multiple causes might be at work(which is true in manycases)

y Determine where the issue begins, rather than justlookingatthe end (comprehension)

y Determine whatthe bestcourse for instruction isbased on the various causes (and what you can orcantaddress)


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Type of Text: Linear vs. Hypertext

y What differences can you thinkof between linear(printed text) and hypertext (electronictext)?

y What similarities exist?

y How does comprehension change from linear tohypertext?


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Comprehension of Hypertext

y Strategies employed include: Relying on prior knowledge

Ofthe topic Ofthe text structures Of structures of informational websites Of search engines on the web (to plan, predict, monitor and evaluate

subsequenttext)

Setting purpose Reviewingand predicting Finding main ideas Minimizing disorientation

Evaluatingtext Using literal matching skills (did I find what I wanted to find?) Based on structural and contextclues (often to make inferences aboutthe

text)Coiro & Dobler, 2007; Duke, Schmar-Dobler, & Zhang, 2006

Comprehension 02

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