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Reading Comprehension: An Interactive Process Chapter 7 Cohen and Cowan.

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Presentation on theme: "Reading Comprehension: An Interactive Process Chapter 7 Cohen and Cowan."— Presentation transcript:

1 Reading Comprehension: An Interactive Process Chapter 7 Cohen and Cowan

2 Key Terms Schemata Schema theory Self-monitoring Metacognition Story structure Literal comprehension Interpretive comp. Creative comp. Scaffolding SQ3R DRTA fluency

3 Focus Questions 1.What is reading comprehension? 2.What is fluency? How is it developed? 3.What are comprehension strategies? 4.What are the 3 types of comprehension questions?

4 Key Question How can you promote comprehension in a literacy classroom and motivate students to read text?

5 Levels of Comprehension 1. Literal (surface) 2. Inferential (analyzing information and synthesizing the meaning into a deeper meaning)

6 Comprehension strategies … procedures to guide students to be aware of how well they comprehend what they are reading


8 What is Fluency? automaticity prediction flexibility Self-monitoring

9 5 Pillars of Reading Instruction Phonological awareness Phonics Vocabulary Fluency Comprehension

10 Metacognitive Strategies “thinking about thinking”

11 Graphic & semantic organizers Help to …. Organize, classify and structure information

12 Story Maps

13 Story Map (summarizing) Setting Characters Problem Action Outcome Theme

14 Sequencing Events Early organization strategy

15 Comprehesion Questions Literal 1.Interpretive 2.Creative 15

16 Literal Questions Lower level No analysis or application No inferences No restructuring of information Bloom’s Level 1 (or 2)

17 Interpretive Recognize alternatives not stated specifically Draw inferences/ implied Fact vs. Opinion More than one part of text Usually involve re-reading

18 Creative Relate information to own background or experiences - make a judgment Examples: “If you were the main character….” “If you had the same chance…” “….what would you have done?”

19 Scaffolding Pre-reading During-Reading Guided reading Teacher modeling Post-reading

20 Pre-reading Activate prior knowledge Build new Vocabulary Motivation Predicting Pre-questioning Direction setting

21 During Reading 1.Mapping/ graphic organizers 2.Guided Reading 3.Teacher Modeling 4.Modifying text 5.Making connections Text-to-text Text-to-self Text-to-world

22 Post-reading Reflections, writing and activities about the reading experience

23 SQ3R Survey Question Read Retell Review

24 DRTA –Directed reading - thinking activity Predict Read Write about Review and summrize

25 QAR 2 Question- Answer Relationships: “in the book” “In my head”

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