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Integrating Metacognitive Strategy Instruction into Reader Response to Enhance Reading Comprehension EDC425 - January 29, 2008.

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Presentation on theme: "Integrating Metacognitive Strategy Instruction into Reader Response to Enhance Reading Comprehension EDC425 - January 29, 2008."— Presentation transcript:

1 Integrating Metacognitive Strategy Instruction into Reader Response to Enhance Reading Comprehension EDC425 - January 29, 2008

2 Reader Response Louise Rosenblatt (1978) TEXT > READER RESPONSE > READER Hancock, Chapter 1

3 Patterns of Response to Literature Hancock, Chapter 1

4 As readers respond to more complicated texts… They should be aware of their mistakes AND be able to revise/correct their understanding = MONITOR & REPAIR Good readers have quick access to a variety of strategies to assist them Let’s have a look at some examples…

5 The Princess and The Bowling Ball by Jon Scieszka & Lane Smith (Excerpt from The Stinky Cheese Man & Other Fairly Stupid Tales)

6 The Princess and The Bowling Ball (Tell what you are thinking as you listen/read along) Predicting…from the title Making Connections…after I read about the princess and the pea Questioning…What does a pea have to do with a bowling ball? Visualizing…”I felt like I was sleeping on a lump as big as a bowling ball” Summarizing…address and resolve my confusion - Somebody/Wanted/But/So

7 Cognitive Apprenticeship Just like good builders model how to construct strong houses… Good reading teachers model how to construct deep meaning from text But because comprehension and metacognition takes place in one’s head…we must make our thinking visible and explicit to model important comprehension process for others.

8 Defining Cognitive Strategies (Your Reading Toolbox) MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings Predicting: Clues from text & background knowledge Making Connections: Text-to-self, text-to-text, and text-to-world Questioning: Readers asks ?’s and reads to clarify before, during, and after reading Visualizing: Use senses to picture, smell, taste, or feel something in the text Summarizing: Identify the main idea and supporting details from the text

9 What is metacognition? Cognition: Thinking Metacognition: Thinking about thinking In a reading context: Thinking about the goals, tasks, and strategies that will help you comprehend more deeply as you read

10 Levels of Metacognitive Awareness (Perkins, 1992) Tacit readers: lack awareness of their thinking Aware readers: know when meaning breaks down but no strategies to repair meaning Strategic readers: know when meaning breaks down and uses strategies to fix meaning Reflective readers: reflect on reading and intentionally apply strategies not only when meaning is lost but also to deepen understanding

11 So, can we teach students to be reflective readers? YES! Think-aloud to explicitly model what, how, and when a strategy is useful Class discussions, peer interactions, and coaching (social interaction is key!) Integrate into subject matter to help transfer new learning to other settings Goal: Self-regulation (monitor and fix-up) and independence

12 Metacognitive Teaching Framework #1 Think Aloud –Introduce, Explain, and Define Strategy Components –Notice and apply strategy components –Clarify strategy purpose #2 Refine (small and whole group practice) #3 Let Strategy Use Gel (apply in literature circles and content area studies) #4 Self-assessment/goal setting –Reflect, monitor, and increase use of strategies Kelly & Clausen-Grace, 2007

13 Becoming more aware… MONITORING First, model with Esau Wood –MONITORING: Introduce, explain, and define –Also predicting, asking questions, making connections, visualizing, and summarizing Now, try thinking aloud with a partner about your use of monitoring (and any other strategies you use to comprehend a new text): –The Cow or The Barren Moor

14 Thinking Aloud - Quick Write What did you notice? What kinds of reading/thinking strategies did you use? Did you find it difficult to think aloud in front of someone else? Why or why not? Did thinking aloud help increase your own understanding of the text? Why/how or why not? Would it help to have a “think-aloud plan” when modeling strategy use for students?

15 What might a “think-aloud plan” look like? See your handout for an example of thinking aloud about Monitoring. See each chapter of the Kelly & Clausen-Grace book for other examples. Be thinking…you will be asked to create a few of these scripts for your book activities and to share/try out your scripts in class.

16 Other Considerations for Metacognitive Strategy Instruction Creating a supportive, positive, and caring learning environment Setting up your classroom library Creating a classroom culture of reading and learning for enjoyment Remembering the important role a student’s motivation plays in promoting their reading achievement - we’ll look more closely at this next week

17 Benefits of Using the Metacognitive Teaching Framework It promotes discussion. It provides a common language. It makes strategy use explicit. It provides a routine to help students connect the range of reading strategies. It is not text-dependent. It helps ALL readers comprehend better. It develops a bonded community of literacy learners.

18 Homework Genre: Chapter 2 Books and Readers Strategy: Laying the Foundation for the Metacognitive Framework

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