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Cognitive Theories and Reading Comprehension. Building Blocks of the Reading Process. Why is reading comprehension important? . NCLB – reading scores are critical to making AYP and everything that goes along with it - PowerPoint PPT Presentation
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Cognitive Theories and Reading
ComprehensionBuilding Blocks of the
Reading Process
Why is reading comprehension important?
NCLB – reading scores are critical to making AYP and everything that goes along with it
Content-Area reading comprehension continues to suffer – impacting students ability to independently process complex ideas
Students reading skills will have a direct impact on their earning potential
How can teachers improve students reading comprehension?
Recognize the complexity of a reading process
Use knowledge of cognitive and the reading processes to develop lessons that help students comprehend a variety of text
Help the students develop and master the skills that will enable them to become successful readers
During the Presentation I will: Examine the reading process
from both the Information Processing Theory and the Constructivism theoretical perspectives
Provide the background on the reading process and how it ties in with the cognitive theories
Instructional Reading Strategies
Many of the cognitive theories act as a basis for reading instructional theories
Overall comprehension is directly impacted by all three stages of the reading process (Before, During & After)
Each stage has a set of skills that are common to all successful readers
Instructional Reading Strategies
Many of these skills transcend one particular stage of the reading process
The reading process is a dynamic process – everyone must find their own recipe to become a successful reader. That recipe is constantly changing
Many people have an over simplified understanding of the reading process
Levels of Comprehension
Synthesize
Evaluate
Analyze
Application
Comprehension
Knowledge
Rote Learning:Learning without attaching much meaning to it.
Meaningful Learning:recognizing a relationship between new information and information already in your long-term memory
Bloom’s
Taxonomy
Theoretical Perspectives of the Reading Process
Information Processing Theory Focuses on what goes on inside the
learners head – learning, memory & performance
Identify the internal mechanisms that help people process information
Many of the skills of the Before and During reading stages focuses on mechanisms readers dynamically employ to comprehend a reading
Theoretical Perspectives of the Reading Process
Information Processing Theory - Examples Prior Knowledge and Making Connections
Computer Analogy – Forgetting to Save the information to your long-term memory
Predictions and Questions Ways of interacting with the information
Monitoring Comprehension Metacognition – Thinking about thinking The reader is able to adapt their own reading
process to ensure comprehension – fix-it-up strategies
Theoretical Perspectives of the Reading Process
Constructivism Theory Focuses on how the learner internalizes
new information and creates their own understanding
Examines how people combine new knowledge with their already created schemas
Much of the After reading stage focuses on the skills the readers dynamically employ to comprehend a reading - building their own interpretations of new information
Theoretical Perspectives of the Reading Process
Constructivism Theory - Examples Summarize – Explicit vs. Implicit (Not
Paraphrasing) Students perceptions of the reading will be
impacted by the prior or background knowledge Synthesize – mix new and old information
to generate a personal understanding Students take ownership of the information -
strengthens the students ability to retrieve information
Evaluation – Form and Support Opinions Students take ownership of the information -
strengthens the students ability to retrieve information
Before Reading Skills Previewing / Surveying – scan pictures,
titles and subtitles Text Analysis – identify text format and
select proper reading strategies based on the type and genre of the text
Elicit prior knowledge – past experiences used to make connections while reading
Develop a purpose for reading by making questions and predictions based upon the preview of the text
Before Reading Skills - continued
Helps readers focus their attention Questions, Predictions and Text
analysis allows the reader to read at the appropriate rate
Will help them move information from the sensory register into their working (short-term) memory
Eliciting Prior knowledge helps reader jump start the cognitive process
During Reading Skills Update and create new predictions and
questions to maintain focus while actively reading
Work to expand vocabulary skills Reading Rate – adjust reading rate based
on the difficulty of the text and personal reading skills
Visualize – using information from both the text and prior knowledge to create and maintain a mental image while your read
Connection – develop links between the text and prior knowledge to ensure comprehension
During Reading Skills - continued
Develop Inferences – combining information from the text and prior knowledge to make both explicit and implicit conclusions
Monitor Comprehension – identifying possible reading difficulties while completing a reading assignment, then taking correct measures to ensure comprehension
Re-read – taking time to re-read a passage if not completely understood
Context Clues – use various strategies to determine the basic meaning of an unknown or unfamiliar word
During Reading Skills - continued
During reading skills help the reader sift through the information in their working memory
Starts the process of transferring information into long-term memory
Students move beyond rehearsal – focusing on basic facts
Stop reading passively and begin to become an active reader
During Reading Skills - continued
Active Readers start the process of transferring information in the long-term memory by: Elaboration – adding additional ideas to
new information Organizing – Making connections among
various new pieces of information Visual Imagery – Making mental images
After Reading Skills Assess Reading Comprehension – use a
series of questions to check overall comprehension
Summarize – identifying the both the explicit and implicit main idea(s) and the supporting details
Synthesize – mix prior knowledge with information from the text to generate a personal understanding from a passage
Evaluate – form and support opinions based upon information from a reading
After Reading Skills - continued
Active Readers continue the process of transferring information in the long-term memory by: Elaboration – adding additional ideas to
new information Organizing – Making connections among
various new pieces of information Visual Imagery – Making mental images
After Reading Skills - continued
Once the students begin to summarize, synthesize and evaluate more often and with greater incite: More meaningful learning experiences will
occur Greater chance of retrieving the
information The information could be less likely to
decay
Building ComprehensionSe
nsor
yRe
gist
er
Inpu
t
Wor
king
(Sor
t-Ter
m)
Mem
oryLo
stAttentio
n
Lost
In-depth cognitive
processing - Making
Connections
Long
-Ter
mM
emor
yLo
st ?
Ormond, J. (2006). Essential of Educational Psychology. Upper Saddle River: Pearson Education, Inc. (p. 25)
The Reading ProcessBefore During After
Preview/SurveyingText AnalysisElicit Prior KnowledgeQuestionPredictionsPurpose for Reading
Update Questions & Predictions
VisualizeConnectionsMonitor Comprehension
Apply fix-it-up reading strategies
Assess Comprehension
SummarizeSynthesizeEvaluate
A Model of Hunan Memory
ResourcesDaniels, H. & Zemelman, S. (2004). Subjects matter: Every
teacher’s guide to content-area reading. Portsmouth: Heineman.
Ormond, J. (2006). Essential of Educational Psychology. Upper Saddle River: Pearson Education, Inc..
Oczkus, L. (2004). Super 6 comprehension strategies: 35 lessons and more for reading success. Norwood: Christopher-Gordon Publishers.
Robb, L. (2000). Teaching reading in middle school. New York: Schoolastic Professional Books.
Wilson, E. (2004). Reading at the middle and high school levels: Building active readers across the curriculum. Arlington: Educational Research Service.