1. Guiding Reading Comprehension
Chapter 7
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Frame of Mind
How do think-alouds, reciprocal teaching, QARs, and QtAs model reading/thinking/learning strategies for students as they interact with text in a discipline?
Describe the procedures associated with each of these instructional strategies: KWL, directed reading-thinking activity (DR-TA), Guided Reading Procedure (GRP), Intra-Act, and Discussion Web. How do these instructional strategies support thinking and learning with text? Which of these strategies may be particularly useful when adapted to your content area?
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Frame of Mind
Why and when should teachers use reading guides?
How can you modify and adapt three-level reading guides to meet the conceptual demands of your discipline?
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Key Terms
DR-TA
Discussion web
Guided Reading Procedure (GRP)
Intra-Act
KWL
Metadiscourse
Modeling
QAR
QtA
Reciprocal Teaching
Scaffolding
Semantic map
Think-aloud
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5. Instructional Strategies for Reading Engagement
KWL
Intra-Act
Guided Reading Procedure (GRP)
Discussion Webs
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Using Think-Alouds
Select passage that contains points of difficulty, ambiguities, contradictions, or unknown words
Have students listen as you model thinking aloud
Have students practice with partners
Have students practice independently
Encourage students to transfer the process to other reading
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Think-Alouds
Develop hypotheses by making predictions
Develop images
Share analogies
Monitor comprehension
Regulate comprehension
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Question–Answer Relationships (QARs): Where are answers to questions found?
In the Text:
Right There
Think and Search
In Your Head:
Author and You
On Your Own
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9. Questioning the Author (QtA)
Identify major understandings and potential problems with a text prior to its use.
Segment the text into logical stopping points for discussion.
Develop questions, or queries, that model and demonstrate how to “question the author.”
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10. Guiding the QtA Discussion
Marking
Turning back
Revoicing
Modeling
Annotating
Recapping
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Procedures for KWL
Introduce the KWL strategy in conjunction with a new topic or text selection.
Identify what students think they know about the topic.
Generate a list of student questions.
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Procedures for KWL
Anticipate the organization and structure of ideas that the author is likely to use in the text selection.
Read the text selection to answer the questions.
Engage students in follow-up activities to clarify and extend learning.
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13. Procedures for the Discussion Web
Prepare your students for reading by activating prior knowledge, raising questions, and making predictions about the text.
Assign students to read the selection and then introduce the discussion web by having them work in pairs to generate pro and con responses to the question.
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14. Procedures for the Discussion Web
Combine partners into groups of four to compare responses, work toward consensus, and reach a conclusion as a group.
Give each group three minutes to decide which of all the reasons given best supports the group’s conclusion.
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15. Procedures for the Discussion Web
Have your students follow up the whole-class discussion by individually writing their responses to the discussion web question.
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16. Guided Reading Procedure (GRP)
Prepare students for reading.
Assign a reading selection.
As students finish reading, have them turn books face down.
Help students recognize that there is much that they have not remembered or have represented incorrectly.
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17. Guided Reading Procedure (GRP)
Redirect students to their books and review the selection to correct inconsistencies and add further information.
Organize recorded remembrances into some kind of an outline.
Extend questioning to stimulate an analysis of the material and a synthesis of the ideas with previous learnings.
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18. Guided Reading Procedure (GRP)
Provide immediate feedback, such as a short quiz, as a reinforcement of short-term memory.
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19. Procedures for Intra-Act
Comprehension
Relating
Valuation
Reflection
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20. Directed Reading–Thinking Activity (DR–TA)
Begin with the title or a quick survey of the material. Ask, “What do you think this will be about?” and “Why do you think so?”
Ask students to read silently to a predetermined logical stopping point.
Repeat questions as suggested in step 1.
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21. Directed Reading–Thinking Activity (DR–TA)
Continue silent reading to another suitable point.
Continue in this way to the end of the material.
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Reading Guides
Three levels of comprehension
Literal level
Interpretive level
Applied level
Three-level comprehension guides
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