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Comprehension Secondary Strategies. Never forget, you are working with a teenager. Brain of a Female Adolescent.

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Presentation on theme: "Comprehension Secondary Strategies. Never forget, you are working with a teenager. Brain of a Female Adolescent."— Presentation transcript:

1 Comprehension Secondary Strategies

2 Never forget, you are working with a teenager. Brain of a Female Adolescent

3 Brain of a Male Adolescent

4 Two Types of Struggling Readers Encountered in High Schools: RESISTIVE READERS: They can read but choose not to. WORD CALLERS: They can decode the words but dont understand or remember what theyve read.

5 What do good readers do? They use existing knowledge to make sense of new information. They ask questions about the text before, during, and after reading. They draw inferences from the text. You are an expert reader. What do you do to make sense of text?

6 What do good readers do? They monitor their comprehension. They use fix-up strategies when meaning breaks down. They determine what is important. They synthesize information to create new thinking.

7 Text becomes inaccessible when students: Dont have the comprehension strategies necessary to unlock meaning. Dont have sufficient background knowledge. Dont recognize organizational patterns. Lack purpose. Reading instruction must continue after elementary school and middle school.

8 Handout Background Knowledge Page 2

9 Text Sources: 1.Principles of DC and AC Circuits, George J. Angerbauer, p An experiment with liquid helium to study fluid flow CHAOS – Making a New Science, James Gleick, p Sewing – Individuals with a background in sewing readily interpret this passage. 4.Washing clothes – If you had not read these directions on a sign in a Laundromat, you may have had difficulty comprehending that these are the directions for washing clothes. Background information or prior knowledge and vocabulary are critically important to the comprehension of text.

10 Purpose is everything! It determines: What is important in the text What is remembered What comprehension strategy the reader uses to enhance meaning

11 Handout The House Page 3

12 When students read difficult text without a purpose, they express the following complaints: I dont care about the topic. I cant relate to the topic. I daydream and my mind wanders. I cant stay focused. I just say the words so I can be done. I get bored!

13 Handout Coding Text Page 4

14 Literate Conversations: Good readers constantly question the text. By asking themselves questions as they read, they assume responsibility for the learning and improve comprehension in four ways: by interacting with the text. by motivating themselves to read. by clarifying information in the text. by inferring beyond the literal meaning.

15 References: Cris Tovanis


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