K (What you know) W (Want to know) L (What you have
learned) What is comprehension?
Simply defined, comprehension is making meaning out of
text. Comprehension is the reader’s process of using prior experiences and the author’s text to construct meaning that is useful to the reader for a specific purpose (Irwin, 1991). Reading is a constructive process in which readers construct meaning by interacting with text (Pearson, Roehler, Dole, & Duffy, 1990). “The process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (Rand Reading Study Group, 2002, p. xiii) Comprehension Model Reliant upon: Reader factors-what Reader readers bring to the reading process, including purpose, motivation and strategies they use to read Text factors-author’s ideas, words used, organization and presentation of ideas Activity or the purpose and task behind the reading Activity Text What we already know
We know that the following factors affect reading
comprehension: Word knowledge/Decoding skills Fluency Vocabulary Motivation What are comprehension strategies?
“Reading comprehension strategies are conscious
and flexible plans that readers apply and adopt to a variety of texts and tasks” (Pearson, Roehler, Dole, & Duffy, 1992). The flexible use of reading comprehension strategies are what separates the effective readers from the poor readers. The good news is that reading comprehension strategies can be taught. What are characteristics of comprehension strategies?
Strategies are conscious efforts.
At first this is the case, but as students become more accustomed to using these strategies, then they become habits of good readers. Strategies are flexible. Strategies can be used for different types of texts and at different stages of reading. Strategies should be applied only when appropriate. Students should be told that they don’t have to use ALL the strategies ALL the time. Strategies are widely applicable. Strategies can be used across ages, grade levels, abilities, and texts. 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 Strategies for younger learners (K -1st grade)
Before During After
Previews from a picture Uses 1:1 matching Notices if reading did or
walk Uses meaning cues: did not make sense Makes a prediction based “What would make sense Returns to text to clarify on picture cues there?” “Check the picture confusions Checks for picture cues and think if that makes Retells or summarizes; for support on “tricky” sense?” “Get your mouth includes characters, words pointed out by tutor ready (with the first sound setting, beginning and Notices and repeats of printed word) and think ending, and main events. language “patterns” Ex: what would make sense.” Responds to the Run, run, as fasts as you Cross-checks cues (MSV) message of the text with can… for self-correction personal connections Activates background Responds to the knowledge by making message of the text with connections with pictures personal connections Makes predictions Checks predictions Strategies for older readers (2 nd grade and above)
Before During After
Activating Generating Answering questions background questions and generating new knowledge Visualizing ones Generating Predicting Visualizing (ending questions Clarifying or important Predicting Summarizing concepts) Setting a purpose Monitoring Clarifying for reading Making connections Summarizing (expository text) – text to self, text to Paraphrasing Establishing a text, text to world Verifying predictions purpose for reading. Making inferences Discussion of main Note taking using a ideas using story graphic organizer structure or text structure Video
Watch the following video and listen for information
about what good readers do:
http://www.learner.org/resources/series204.html?po p=yes&pid=2188# What do good readers do? Strategies in action
What strategies have you seen being taught in the
classroom? How have they been taught? What don’t you get?
Why some kids have difficulties in comprehension
Meaning is not constructed from the individual words Comprehension goes beyond the ability to read fluently and/or recognize words Any number of issues can affect comprehension and these can occur for text, reader, and/or activity Ruling Out
Is the student having issues with word decoding or
recognition (sight words)? Is the student having issues with fluency? What do you know about the student’s oral language? Is short-term or working memory an issue? How is the student’s primary language related to the language of the text? Is the issue related to an unfamiliarity with specific features or aspects of written language? What strategies, if any, is the student using? How motivated is the student (for the material or the activity?) Duke, Pressley, & Hilden, 2004 Comprehension Struggles: Beyond Not Getting It
Variations in issues with children who are
struggling to comprehend: Automatic word callers: good fluency, poor comprehension Struggling word callers: some difficulty in word ID, though still stronger in fluency and word ID than meaning Word stumblers: difficulty with word ID, but relatively strong in determining meaning Slow and steady comprehenders: read slowly, but strong word ID and comprehension Slow word callers: accurate yet slow in reading, poor comprehension Disabled readers: difficulty in both word ID and comprehension Buly & Valencia, 2002 What This Tells Us
Have to look beyond test scores
Triangulate your data Formal assessments Informal assessments Determine if multiple causes might be at work (which is true in many cases) Determine where the issue begins, rather than just looking at the end (comprehension) Determine what the best course for instruction is based on the various causes (and what you can or can’t address) Type of Text: Linear vs. Hypertext
What differences can you think of between linear
(printed text) and hypertext (electronic text)? What similarities exist? How does comprehension change from linear to hypertext? Comprehension of Hypertext
Strategies employed include:
Relying on prior knowledge Of the topic Of the text structures Of structures of informational websites Of search engines on the web (to plan, predict, monitor and evaluate subsequent text) Setting purpose Reviewing and predicting Finding main ideas Minimizing disorientation Evaluating text Using literal matching skills (did I find what I wanted to find?) Based on structural and context clues (often to make inferences about the text) Coiro & Dobler, 2007; Duke, Schmar-Dobler, & Zhang, 2006