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Igniting Understanding through Reading Comprehension Strategies Instructions DO NOW: Please take a sheet and complete the first two columns of the K-W-L.

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Presentation on theme: "Igniting Understanding through Reading Comprehension Strategies Instructions DO NOW: Please take a sheet and complete the first two columns of the K-W-L."— Presentation transcript:

1 Igniting Understanding through Reading Comprehension Strategies Instructions DO NOW: Please take a sheet and complete the first two columns of the K-W-L chart If you would like this PowerPoint now, please me and I will forward it to you before we begin.

2 Igniting Understanding through Reading Comprehension Strategies Instructions  Skimming  Scanning  Asking Questions  Clarifying Vocabulary  Visualising  Making Inferences/ Inferring  Making Connections  Determining Important Ideas  Synthesising  Repairing Comprehension What is reading comprehension?

3 MOVING FROM DECODING TO COMPREHENDING Simple View of Reading Reading Comprehension = Decoding + Language Comprehension (aural) What are reading disabilities? But proficient reading comprehension is a “complex process involving knowledge, experience, thinking, and teaching” (Durkin, 1994, cited in Harvey & Goudvis, 2007, p. 14) But proficient reading comprehension is a “complex process involving knowledge, experience, thinking, and teaching” (Durkin, 1994, cited in Harvey & Goudvis, 2007, p. 14) When a baby giraffe is born it is already six feet tall.

4 DYSLEXIA MIXED RD SPECIFIC COMPREHENSION DEFICIT PROFICIENT READER How do reading disabilities develop? Types of Reading Disability

5 Spear-Swerling, L., & Sternberg, R. L. (1996). Roads to reading disability. In Off track: When poor readers become "learning disabled" (pp ). Boulder, CO: Westview Press. Roads to reading disability (Spear-Swerling & Sternberg, 1996)

6 Reading is not just ACTIVE but INTERACTIVE Reading is “an act of composition” “stimulate their own thinking” “Readers construct and maintain understanding by merging their thinking with the text. “ongoing inner conversation with the author… a dialogue of sorts” (Harvey & Goudvis, 2007, p.21) A book “…is a printed circuit for your own life to flow through”. “You’re imagining the words, the sounds of the words, and you are thinking of the various characters in terms of people you’ve known – not in terms of the writer’s experience, but your own”. (E. L. Doctorow, in Plimpton, 1998, cited in Harvey & Goudvis, 2007, p. 13) A book “…is a printed circuit for your own life to flow through”. “You’re imagining the words, the sounds of the words, and you are thinking of the various characters in terms of people you’ve known – not in terms of the writer’s experience, but your own”. (E. L. Doctorow, in Plimpton, 1998, cited in Harvey & Goudvis, 2007, p. 13) Am I not already teaching reading comprehension?

7 AIMS of teaching reading comprehension strategies Common problem with RC “instruction” in schools Assessing vs. Teaching Common problem with RC “instruction” in schools Assessing vs. Teaching To get readers to: think when they read develop an awareness of their thinking use actively the knowledge they glean “Comprehension strategies are a means to an end, not an end in themselves. Teaching strategies for strategies sake is simply not the point.” (Harvey & Goudvis, 2007, p. 14, emphasis added)c “Comprehension strategies are a means to an end, not an end in themselves. Teaching strategies for strategies sake is simply not the point.” (Harvey & Goudvis, 2007, p. 14, emphasis added)c What are reading comprehension strategies?

8 Pearson, Dole, Duffy & Roehler (1992):  Searching for Connections (e.g. using schema - Dr Moira Sweetnam Evans)  Asking Questions  Drawing Inferences  Determining Important Ideas  Synthesising  Monitoring & Repairing Comprehension Presley (1976) & Keene & Zimmerman (1997) added:  Sensory imaging/ Visualising Other important skills:  Skimming  Scanning  Clarifying Vocabulary Pearson, Dole, Duffy & Roehler (1992):  Searching for Connections (e.g. using schema - Dr Moira Sweetnam Evans)  Asking Questions  Drawing Inferences  Determining Important Ideas  Synthesising  Monitoring & Repairing Comprehension Presley (1976) & Keene & Zimmerman (1997) added:  Sensory imaging/ Visualising Other important skills:  Skimming  Scanning  Clarifying Vocabulary A repertoire of strategies that “active, thoughtful readers use when constructing meaning from text” (Harvey & Goudvis, 2007, p. 17). Reading Comprehension Strategies How should I teach RCS?

9 Metacognitive Approach: teaching students to be conscious of their inner conversation BEST PRACTICE Gradual Release of Responsibility 1.Introduce the strategies explicitly 2.Model their use 3.Guide students to use the strategies 4.Allow students to use them on their own and provide opportunities to practice! (repeated reading) Gradual Release of Responsibility 1.Introduce the strategies explicitly 2.Model their use 3.Guide students to use the strategies 4.Allow students to use them on their own and provide opportunities to practice! (repeated reading)

10 Activities to help students become aware of reading strategies STRATEGIES  Skimming  Scanning  Asking Questions  Clarifying Vocabulary  Visualising  Making Inferences/ Inferring  Making Connections  Determining Important Ideas  Synthesising  Repairing Comprehension  Skimming  Scanning  Asking Questions  Clarifying Vocabulary  Visualising  Making Inferences/ Inferring  Making Connections  Determining Important Ideas  Synthesising  Repairing Comprehension LEARNING ACTIVITIES  Memory party game  Quick-fire quiz (beep)  Sticky-notes  Dictionary races  Drawing pictures  Matching meanings or single-statement competitions Matching meanings or single-statement competitions  T-S T-T T-W Y-chart T-S T-T T-W Y-chart  Acetate sheets (OHTs) & w/b pens  Character-limit summaries (420characters.net)420characters.net  Repeated reading  Memory party game  Quick-fire quiz (beep)  Sticky-notes  Dictionary races  Drawing pictures  Matching meanings or single-statement competitions Matching meanings or single-statement competitions  T-S T-T T-W Y-chart T-S T-T T-W Y-chart  Acetate sheets (OHTs) & w/b pens  Character-limit summaries (420characters.net)420characters.net  Repeated reading

11 Inference The woman swore as the piece of lego punctured her heel. He slammed his fist on the table. Her face flushed red and she hurriedly looked away. He tiptoed down the passage stifling the need to laugh.

12 Final thoughts Repeated reading School Journals Don’t shy away from challenging your students and use real texts (e.g. ; Reading of nuclear testing article)http://canterbury.cyberplace.org.nz/peace/nukenviro.html#testsReading of nuclear testing article What can you do in your class in the next term/month?

13 RESOURCES Strategies that Work: Teaching Comprehension for Understanding and Engagement – Harvey & Goudvis, (book) Teaching Reading Comprehension – Alison Davis (book) CSI: Comprehension Strategies Instruction (box) Strategies that Work: Teaching Comprehension for Understanding and Engagement – Harvey & Goudvis, (book) Teaching Reading Comprehension – Alison Davis (book) CSI: Comprehension Strategies Instruction (box)


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