Comprehension: Reader Factors Chapter 8 Tompkins
Figure 8--7 Twelve Strategies That Readers and Writers Use Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Comprehension Comprehension is the main goal of reading instruction Reading and writing are meaning-making processes When students make sense of what they are reading they are more interested in reading Comprehension is a multifaceted process involving different levels of thinking: literal, inferential, critical and evaluative Prerequisites for Comprehension: Background Knowledge, Vocabulary, Fluency
Reader and Text Factors Students understand more when they: Activate/build upon background knowledge Examine the text Make Predictions Make Connections Create Mental Images Draw Inferences Read with a purpose Notice symbols and literary devices Monitor their understanding
Activating Prior Knowledge Readers make connections between what they know and what is in the text
Connecting Readers make text-to-self, text-t-o-text, and text-to-world connections
Determining Importance Readers notice big ideas in the text and relationship among them
Drawing Inferences Readers use background knowledge and clues in the text to “read between the line”
Evaluating Readers evaluate both the text itself and their reading experience
Monitoring Readers supervise their reading experience checking that they’re understanding the text
Predicting Readers make thoughtful guesses about what will happen and then confirm their predictions
Questioning Readers ask themselves literal and inferential questions about the text
Repairing Readers indentify the problem interfering with comprehension and then solve it.
Comprehension Reader Factors Background Knowledge Vocabulary Fluency Comprehension Strategies Comprehension Skills Motivation
Setting a Purpose Readers identify a broad focus to direct their reading through their text
Summarizing Readers paraphrase the big ideas to create a concise statement
Visualizing Readers create mental images of what they are reading
Comprehension Strategies Predicting Setting a Purpose Connecting Visualizing Questioning Identifying Big Ideas Summarizing Monitoring Repairing Evaluating Determining Importance Making Inferences
Reading between the lines…. Think of background knowledge about topics related to the story Look for the author’s clues in the story Ask questions tying together background knowledge and the author’s clues Make inferences by answering questions
Motivation Teacher Motivation (extrinsic) Attitude Community Instruction Rewards
Student Motivation (intrinsic) Expectations Collaboration Reading and writing competence Choices
Figure 8--9 Five Types of Skills That Readers and Writers Use Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Figure How Third Graders Use Reading and Writing Skills Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Figure Guidelines for Skill and Strategy Instruction (Adapted from Winograd & Hare, 1988; Pressley & Harris, 1990.) Gail E. Tompkins Literacy for the 21st Century, 3e Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.