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ReadingReceptive
WritingProductive
Similar Similar content/processescontent/processes
ReadingDecodingVocabularyText organizationReading fluencyPreviewing/PredictingReviewing prior
knowledgeRevising
interpretations
WritingEncoding (Spelling)Vocabulary/dictionText organizationWriting fluencyPlanning/PrewritingReviewing prior
knowledgeRevising text
Timothy ShanahanUniversity of Illinois at Chicago
According to the National According to the National Commission on Writing…Commission on Writing…
More than 90% of mid-career professionals indicate that writing is important in their work
Writing is essential for success in higher education, yet more than 50% of college freshmen have serious writing problems
Fewer than 30% of elementary and high school students meet NAEP’s writing proficiency standards
National Assessment (writing) National Assessment (writing)
Grade
Below
Basic Basic Proficient Advanced
4 16% 60% 23% 1%
8 16% 56% 27% 1%
12 22% 55% 22% 1%
According to NAEP…According to NAEP…
Students can write, but they cannot produce writing at high levels of skill, maturity, and sophistication
Few students can produce precise, engaging, and coherent prose
Fewer than a quarter can write convincing, elaborated responses with compelling language
Reading-Writing RelationshipsReading-Writing Relationships
Given the high profile of reading, writing must be considered relative reading
Writing and reading depend on a common core of knowledge
Writing requires deeper processing than reading
But how can reading and writing be best combined for efficiency and effectiveness?
Reading and Writing are essentially
similar processesof meaning construction
involving the use of cognitive strategies
What are two complex cognitive skills connected to
this process?
What is a cognitive strategy?
Cognition = the process of knowing or thinking
Strategy = a tool or tactic one uses to solve a problem
Cognitive Strategy = a thinking tool
Simulation of (Russian) book
Importance of talking and listening in connection
Working Memory
Unintegrated information in WM
Unintegrated information in WM
Learner A Learner B
Pete Bowers Nov. 12/07
Germane Load:
Appropriate Instructional design encourages students to engage in cognitive processing that targets the construction of well integrated mental representation of schema.
(Paas & van Merriënboer, 1994; Schnotz & Kurschner, 2007)
Working Memory
Learner A Learner B
LTM
LTM
Prior learning has produced:
Working Memory
LTM
Poorly integrated representations in
LTM
Well integrated representations in
LTM
Learner A Learner B
LTM
Prior learning has produced:
Poorly integrated representations in
LTM
Well integrated representations in
LTMLTM LTM
Working Memory
Well integrated representations in
LTMLTM
Working Memory
Well integrated schema, is only helpful if it represents
how things work!
Simulation
• Short story: Read outloud– Please listen carefully as I read this story to you. – After listening to the passage I would like you to
rate its comprehensibility on a scale of 1-7 (1=very incomprehensible, 4=in between and 7= very comprehensible)
– Then Jot down as many of the ideas as you can recall with out reviewing the paragraph.
Simulation
• Short story: Read to Self– Please read the passage carefully– After listening to the passage I would like you to
rate its comprehensibility on a scale of 1-7 (1=very incomprehensible, 4=in between and 7= very comprehensible)
– Then Jot down as many of the ideas as you can recall with out reviewing the paragraph.
Simulation
• Short story: Read to Self after connection– Please read the passage carefully
– After listening to the passage I would like you to rate its comprehensibility on a scale of 1-7 (1=very incomprehensible, 4=in between and 7= very comprehensible)
– Then Jot down as many of the ideas as you can recall with out reviewing the paragraph.
Review this Site
• http://www.mrc-cbu.cam.ac.uk/people/matt.davis/Cmabrigde/
This is clearly wrong. For instance, compare the following three
sentences:1) A vheclie epxledod at a plocie cehckipont near the
UN haduqertares in Bagahdd on Mnoday kilinlg the bmober and an Irqai polcie offceir
2) Big ccunoil tax ineesacrs tihs yaer hvae seezueqd the inmcoes of mnay pneosenirs
3) A dootcr has aimttded the magltheuansr of a tageene ceacnr pintaet who deid aetfr a hatospil durg blendur
• All three sentences were randomised according to the "rules" described in the meme. The first and last letters have stayed in the same place and all the other letters have been moved. However, I suspect that your experience is the same as mine, which is that the texts get progressively more difficult to read. If you get stuck, the sentences are linked to the original unscrambled texts.
Answers
1) A vehicle exploded at a police checkpoint near the UN headquarters in Baghdad on Monday killing the bomber and an Iraqi police officer.
2) Big council tax increases this year have squeezed the incomes of many pensioners.
3) A doctor has admitted the manslaughter of a teenage cancer patient who died after a hospital drug blunder.
• Hopefully, these demonstrations will have convinced you that in some cases it can be very difficult to make sense of sentences with jumbled up words. Clearly, the first and last letter is not the only thing that you use when reading text. If this really was the case, how would you tell the difference between pairs of words like "salt" and "slat"?
Prior learning has produced:
Poorly integrated representations in
LTM
Well integrated representations in
LTMLTM LTM
Again… Appropriate Instructional design encourages students to engage in cognitive processing that targets the construction of well integrated mental representation of schema.
(Paas & van Merriënboer, 1994; Schnotz & Kurschner, 2007)
For Educators to consider:
Prior learning has produced:
Poorly integrated representations in
LTM
Well integrated representations in
LTMLTM LTM
For consideration: How well does typical instruction of the written word make use of this principle of instructional design? Might word structure instruction be a way of targeting well integrated mental representations of schemas for how the written word works to represent meaning?
Appropriate Instructional design encourages students to engage in cognitive processing that targets the construction of well integrated mental representation of schema.
(Paas & van Merriënboer, 1994; Schnotz & Kurschner, 2007)
Simulations
• Write a short paragraph about you weekend:– Not allowed to use words with the letter [e]. – Now with out using [S]
Simulations
• Write a short paragraph about you weekend:– How did it make you feel?– What struggles did you have?
High-Yield Strategy: Visual Representation
Self-Concept as a ReaderPurpose for readingInterests & ExperiencesFactual Knowledge
Language KnowledgePhonologyMorphologySyntaxVocabulary
Strategies Using cueing systemsActivating prior knowledge PredictingVisualizingQuestioning Drawing inferencesFinding important informationSummarizingSynthesizing and evaluatingMonitoring/ revising comprehension
Text KnowledgeOrganizational & informational structureArtistic elements of text Print concepts Text type
Author’s PurposeTopicIdeas Message
Text FeaturesUse of organizational toolsUse of informational tools (glossary, captions)
Format/Layout Use of space and graphicsUse of illustrations
Author’s WordsVocabularyPunctuationStyleSyntax
Interacting with Text
Visual Representation
B is for by, buy, or bye
R is for right or rite (wright or write)
T is for to, too, or two
Linda’s Simulation
So what do we do?
Typically we are strong in these areas:
Be Sure We Are Connecting to Both Reading & Writing
Planning and Goal Setting• My purpose is…
• My top priority is …
• I will accomplish my goal by …
Tapping Prior Knowledge• I already know that…
• This reminds me of...
• This relates to...
Making Predictions• I’ll bet that...
• I think...
• If , then...
Visualizing• I can picture...
• In my mind I see...
• If this were a movie...
Revising Meaning• At first I thought , but now I…..
• My latest thought about this is...
• I’m getting a different picture here because...
Making Connections• This reminds me of...
• I experienced this once when...
• I can relate to this because...
Summarizing• The basic gist is…
• The key information is…
• In a nutshell, this says that..
Asking Questions• I wonder why...
• What if...
• How come...
Forming Interpretations• What this means to me is...
• I think this represents...
• The idea I’m getting is...
Evaluating• I like/don’t like because...
• My opinion is because…
• The most important message is _____because…
Adopting an Alignment• The character I most identify with is...
• I really got into the story when...
• I can relate to this author because...
Analyzing the Author’s Craft• A golden line for me is...
• This word/phrase stands out for me because...
• I like how the author uses _ to show...
Monitoring• I got lost here because…
• I need to reread the part where…
• I know I’m on the right track because...
Clarifying• To understand better, I need to know more about…
•Something that is still not clear is…
•I’m guessing that this means ____, but I need to...
Reflecting and Relating• So, the big idea is...
• A conclusion I’m drawing is...
• This is relevant to my life because...
Integrated Processing
