CUI 4500 Instruction

October 26, 2012: CUI 4500 Instruction

Reading Strategies; We do Blueprints Skilled ComprehenderPrinted Word recognitionLanguage Comprehensionx2 domainsRemember that according to the Simple View of Reading, reading comprehension is the product of two domains, decoding and language (listening) comprehension. (Gough & Tunmer, 1986, Hoover and Gough, 1990). R=DxC

2Comprehension is intentional thinking during which meaning is constructed through interactions between text and the reader-Durkin

A reader reads text toThus requiring knowledge of the world including

LearnFind out informationBe entertained

Language and PrintThey must create meaning representations

We construct meaningful representations of the text as they read and that these representations are essential to memory and the use of what was read and understood. These representation primary come in the form of images supplemented with sounds and touch. With out these representations placed in the memory then there will not be full comprehension. Think of the representations that never get imprinted or are incomplete because all previous necessary elements are not present. 5Put this understanding to use

Student who have good reading comprehension

That is not right, let me try that again.I am not sure what that words is, but I think it means What do I already know about this topic Bold means this is important, and the pictures help me to understand what this is about Reading the words is effortless Student who have poor reading comprehension I cant read these wordsI dont now why I am reading this

I am not interested Does not consider the background knowledge Plods through the text not paying attentionNo strategies to figure out unknown words Difficulty with text structureDeclarative Knowledge facts rules conceptsstrategiesProcedural Knowledge demonstration of a skill or stragegieConditional Knowledge knowing when and under what conditions a strategy would beusedSelf Regulation Knowledge monitorevaluateimplementExecutive Functioning

How best to improve comprehension.A reader must understand their own cognitive processes when reading (meta-cognitive)ANDA teacher guides/models for the students additional steps they can take to improve their understanding to building meaningful representationsAND The reader practices the strategies with guidance from the teacher.Are you aware of your own reading comprehension

Reading Task Read the brief passage. While you are reading the passage I want you to consciously think about what you are doing to try to understand the passage. Make a list of 2-3 strategies you used to try to understand the passage. Then turn and talk with a partner and share your strategies.

Teachers who are aware of their own use of strategies do a better job in teaching other. Students who stop and think about reading difficult tasks and what to do to figure it out do a better job of improving their reading comprehension.14How much time do you spend teaching comprehension?

The average 4th grade teacher spends only 20 minutes out of 4,469 minutes of reading instruction time, teaching comprehension.Assigning Activities Supervising and monitoringDirecting recitation sessions Providing corrective feedbackNot teaching or showing the student skills, strategies or processes that they could use in reading to comprehend15NRP

The National Reading panel looked at 17 popular comprehension reading strategies and found only 7 had a solid scientific research base and proven to be effective instructional practice. 16Comprehension Monitoring Be aware of what they do understand Identify what they do not understand Use appropriate strategies to resolve problems in comprehension

Comprehension Monitoring

Cooperative Learning Think, Pair, Share or Turn and Talk Three-Step InterviewRound Table or Rally TableGroup InvestigationsStudent Teams-Achievement DivisionsJigSawRound Robin Brainstorming or Rally RobinThree Minute Review Graphic/Semantic Organizers Help students focus on text structure "differences between fiction and nonfiction" as they read Provide students with tools they can use to examine and show relationships in a text Help students write well-organized summaries of a text

Graphic/Semantic Organizers

Graphic/Semantic Organizers

Question Answering Give students a purpose for reading Focus students' attention on what they are to learn Help students to think actively as they read Encourage students to monitor their comprehension Help students to review content and relate what they have learned to what they already know Question Answering ?Textually explicit Textually implicit Background knowledgeRight thereThink and searchAuthor and YouOn your own24Question Answering When did flowering plants appeared and rapidly diversify?When have you experienced fossils? Tell me about that experience?

25Question Generating By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. Question Generating

What question do I have about the text that I read? What are the concepts in the passage that I did not fully comprehend or am unsure about ? Im curious about so-and-so things mentioned in the textSummarizationIdentify or generate main ideas Connect the main or central ideas Eliminate unnecessary information Remember what they read

Summarization

Mental ImageryVisualizing and Verbalizing

Other Strategies butCurriculum Plus- basic skill such as prediction, summarizing across all curriculum areas promising but not enough studiesPsycholinguistic- Teaching how meaning changes based on syntax and semantics simply not enough studies few skilled teachers Listening Actively- following the text while another person is reading (good for good readers, not good for poor readers)Multiple Strategies Guided Reading Reciprocal TeachingCollaborative Strategic Teaching

Reciprocal Teaching The teacher starts out being the leader and models to the children how to lead a discussion. The teacher first generates a question about the text, then summarizes the main points, clarifying any comprehension difficulties including unknown definitions, and then helps children make predictions about the subsequent text. After finishing a section of the text with these steps, the teacher passes on the leader role to one of the students.

Reciprocal Teaching PredictQuestionClarifySummarizePremise of CSRComprehension strategies used by good readers can be clearly taught to poor readers. Once applied, reading comprehension for reading will improve. These strategies are helpful for all readers but are critical for at-risk students3 levels of CSR

page 5Expository verses Narrative Expository Narrative Collaborative Strategic Reading Reciprocal Teaching Expository verses Narrative Expository Text Features Bold Face Charts and illustrationsHeadings Objectives Discussion Questions Chapter Review Glossaries 4 Steps Willinghams Analysis of the NRPStrategy instruction can be effective.

Strategies that have not been studied thoroughly may still be of some benefit results are inconclusive.

Brief instruction may be sufficient; amount of practice needed will vary.

Instruction in strategies is most effective for grades 3 or 4 and beyond.

(Willingham, 200607)40Encourage participants to read Willinghams (2006; 200607) critique of comprehension strategy instruction.Review these caveats, as this may be new information to teachers.Make a note that strategy instruction did not appear to have a large effect size with young students in grades K, 1, and 2.The amount of time to teach a strategy is short; the amount of time needed to practice and implement the particular strategy may be brief or prolonged, depending on the student. There is little payoff for prolonged instruction or practice.

Willingham, D.T.(200607, Winter). The usefulness of brief instruction in reading comprehension strategies. American Educator, 30(4), 3945.Willingham, D.T. (2006, Spring). How knowledge helps: It speeds and strengthens reading comprehension, learning, and thinking. American Educator, 30(1), 3037.We Do Blueprints

Assignments for Next Class: Nov 8 , 2012Assignments Due: Exit SlipBlue Prints for Reading Comprehension (including 5 min reading lesson)