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Reading First Teacher Education Network (RFTEN) : Teaching Teachers Strategies For Reading Success

The document discusses research on teaching comprehension strategies to students. It notes that comprehension is an active process involving the reader, text, and context. The document also outlines various comprehension strategies teachers can use, such as setting purposes, modeling think-alouds, questioning, using graphic organizers, and incorporating writing activities.

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80 views

Reading First Teacher Education Network (RFTEN) : Teaching Teachers Strategies For Reading Success

The document discusses research on teaching comprehension strategies to students. It notes that comprehension is an active process involving the reader, text, and context. The document also outlines various comprehension strategies teachers can use, such as setting purposes, modeling think-alouds, questioning, using graphic organizers, and incorporating writing activities.

Uploaded by

mkanwars
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Reading First Teacher Education

Network (RFTEN): Teaching


Teachers Strategies for Reading
Success
Ioney James, Ph.D.
North Carolina A&T State University
What does Research say about
Comprehension?
 Comprehension is an active process
by which the reader uses his/her
background knowledge to construct
meanings from texts (Alexander &
Jetten, 2000).
What does Research say about
Comprehension and Students
For students to become lifelong learners
they must be able to comprehend a
variety of texts.
Comprehension Contd.
 Comprehension involves the

 Reader

 Text

 Context
What does Research say about the
Teaching of Comprehension Strategies
and Skills
Durkin’s (1978/ 1979) studies found
that although teachers often
recognize the importance of
comprehension, they offer their
students very little explicit
instruction on how to comprehend
texts (contd.).
Comprehension, contd.
 Durkin’s study also found that in most
classrooms, comprehension instruction
often required of students to answer
questions, complete workbook pages or
take tests.

 Quite often teachers ask students to complete


various comprehension tasks, such as find the main
idea, the supporting ideas, but they do very little
modeling.
Comprehension- contd.
 In James’ (2005) survey, in-service
and pre-service teachers were asked
to identify the skills that they found
most challenging to teach during
student internship. Most of the
students’ responses indicated the
teaching of comprehension skills and
strategies as most challenging.
How Can Teachers Successfully Teach
Comprehension Strategies?
 Direct explanation by the teacher
 Modeling- verbalize his/her thought process
 Guided Practice
 Provide opportunities students to practice.
Scaffolding Students’ Comprehension
 Monitor students’ responses
 Intervene and lead students to basic understanding
of concept/s through skillfully chosen questions leads.
 Prepare children with carefully crafted pre-reading,
during reading and post reading activities.
 Direct explanation
 Help student to recognize text features and story
structure – fiction and non-fiction; expository,
narratives
 Help students to summarize the most important
elements in a text. Clark & Graves (2004)
Comprehension Strategies
 Setting purposes
 Model Think- aloud
 Questioning
 Graphic Organizers-
 Reading Types of texts- expository, narratives
 Writing
Setting Purposes
 Pre- Reading
 Motivating-
 Activating Prior Knowledge,
 Preteaching Vocabulary,
 Questioning
 During – Reading
 Silent Reading, or Reading to students.
 Post Reading
 Answering Questions
 Discussions
 Writing
 Drama
Modeling Think-aloud
 Teacher –talk
 Modeling the strategy in action

 I am going to make predictions while I read


this book. I will start with just the cover here…
I see a picture. This is the question I will ask. I
predict that . . .
Questioning
 Taxonomies- Levels of Comprehension
 Literal
 Inferential
 Critical

- Barrett’s Taxonomy, Bloom’s Taxonomy


Barrett’s Taxonomy
Literal – Recall and Recognition of Ideas

Reorganization- classifying, organizing,


summarizing
Inferential – information implicitly stated
Evaluation – making judgments
Appreciation- psychological aesthetic
approach
Recognition
Recognition requires the student to locate identity or information explicitly stated in
the reading selection itself or in exercises which use explicit ideas and information
presented in the reading selection.

Recognition tasks are:

Recognition of details.
Recognition of main ideas.
Recognition of sequence.
Recognition of comparison.
Recognition of cause and effect relationships.
Recognition of character traits.
Inferential

 is demonstrated by the student when he uses Comprehension


 is demonstrated by the student when he uses ideas and
information implicitly state in the passage, his intuition, and his
personal experience as a bases for conjectures and
hypotheses.

 Inferring main ideas.


 Inferring sequence.
 Inferring comparisons.
 Inferring cause and effect relationships.
 Inferring character traits.
 Predicting outcomes.
 Interpreting figurative
Graphic Organizers
Show conceptual relationships.
Examples
 webbing
 Mapping
 Semantic feature analysis
Writing
 Writing and Reading are reciprocal process.
 Similar to reading, writing engages students,
extends thinking, deepens understanding and
energizes the meaning-making process
(Kipper & Duggan (2006).
 Teachers can use writing to enhance
students comprehension.
Writing activities to enhance students
comprehension
 Free-Write –
 Quick write -
 Student-Generated Questions -
 Reading response journal
 Character journals

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