Reading Final: Comprehension

Front 1

Comprehension is...

Back 1

The essence of reading
Understanding what you read

Front 2

_______________is highly correlated with comprehension!

Back 2

Time spent reading

Front 3

****Factors that Impact Reading Comprehension

Back 3

Reading Based Factors
Text Based Factors

Front 4

*******Reading Based Factors

Back 4

Phonemic Awareness
Alphabetic Understanding
Fluency with the Code
Vocabulary knowledge
Prior knowledge
Engagement and interest

Front 5

******Text Based Factors

Back 5

Narrative v. Expository
Genre considerations
Quality of text
Density and difficulty of concepts

Front 6

_____________ Comprehension, _____________ Decoding
(most children)

Back 6

Good
Good

Front 7

(most common type of poor reader)

Back 7

Poor Comprehension, Poor Decoding

Front 8

*****Causes of Reading Comprehension Failure

Back 8

Inadequate instruction
Insufficient exposure and practice
Deficient word recognition skills
Deficient auditory &/or visual memory capacity and functioning
Significant language deficiencies (low vocab)
Inadequate comprehension monitoring and self-evaluation
Unfamiliarity with text features and task demands
Undeveloped attentional strategies
Inadequate cognitive development

Front 9

Comprehension Instruction Should:

Back 9

Begin in early childhood (with toddlers & preschoolers) with storytelling and discussions

Include question answering and lessons on simple story structure in kindergarten and first grade with predictable and decodable texts

Include comprehension strategy instruction in second and third grade in narrative and expository texts

Front 10

Effective Comprehension Instruction is

Back 10

Explicit

Front 11

The steps of explicit instruction typically include

Back 11

Direct explanation of purpose and strategy:


Teacher modeling ("thinking aloud"):


Guided practice:

Independent Practice:

Front 12

Factors to Consider When Selecting Appropriate Narrative Stories for K-2

Back 12

Explicitness of story grammar components (text structure): main character, goals, plot, conflict, resolution

Number of characters, plots, goals

Number of attempts by characters to achieve goals

Length of the story

Readability of story (complexity of sentences)

Amount of background knowledge required of students

Front 13

Before Reading

Back 13

Preparation for instruction
Building/Activating Background Knowledge, Brainstorm what I already know about the topic
Previewing text (Picture Walk) & Important Vocabulary
Chunk text into manageable segments for discussion
Make Predictions

Front 14

During Reading

Back 14

Reading activities
Identify text structure elements Chars, Main Idea, Plot..
Extend Vocabulary Practice, fix the Clunks (words not understood)
Reread to Get the Gist of Who or What, When, Where, Why
Answer literal, inferential, and evaluative questions

Front 15

After Reading

Back 15

Postreading activities
Retell stories or main ideas
Review/Organize Concepts, Write/Draw about the story

Front 16

*****Early Primary Level (K-1) Comprehension Instruction

Back 16

Literal Comprehension
Sequencing
Summarizing

Front 17

Literal Comprehension

Back 17

Simplest written comprehension exercise
Involves teaching students to retrieve information  stated in a passage

What is the difference between literal and nonliteral  comprehension items?

Passage: A cat was sleeping in the sun. Then a dog walked by. The cat jumped up and hid in a can.

Front 18

Sequencing for Beginners

Back 18

(with Scaffolding)
Start with no more than 3 events on sentence strips or written on a worksheet and a photocopy of a short passage that the student can write on.

Read together the 3 items to be sequenced. Then read the passage and underline the words in the passage that coincide with the 3 items as the students find them.
Students sequence sentence strips or cards with each item, double checking the passage to make sure they match.
Provide a completed model on an overhead for students to self-check. Provide positive feedback for success.
Provide multiple opportunities to practice before taking away any of the scaffolding (underlining in the passage, manipulating cards).

Front 19

Summarizing (Main Idea)

Back 19

Start with only a paragraph and tell the rule: (e.g., “To summarize we name the person and tell the main thing the person did in this paragraph.”)
Students orally read the short paragraph (a pointer is used on an overhead to direct choral reading)
Teacher asks the students to now figure out a main idea sentence by 1) naming the person and 2) telling what the person did.

Teacher and students say and write down a sentence for the first main idea.

Teacher repeats the same procedure with the next paragraph.
Teacher and students write the main idea sentence for each paragraph - (later increase to summarizing a page or short passage and widen the definition as needed).

Front 20

*****The National Reading Panel recommends the following types of comprehension instruction that have evidence of improving comprehension

Back 20

Comprehension monitoring
Cooperative learning
Mental imagery (visualization)/ mnemonics strategies
Summarizing (already covered)
Graphic and Semantic organizers

Front 21

Comprehension Monitoring

Back 21

Teach the think-aloud procedure to students (we’ll practice next). The teacher models his/her thought procedures and points out how to anticipate questions to be asked. Students then practice “thinking aloud” to ask themselves questions while they read, such as:

Front 22

5 Elements of Story Structure

Back 22

1. Plot
2. Characters
3. Setting
4. Point of View
5. Theme

Front 23

Setting 4 dimension

Back 23

location
weather
time period
time of day

Front 24

4 points of view

Back 24

1st person
omniscient
limited omniscient
objective

Front 25

1st person

Back 25

I

Front 26

Omniscient

Back 26

godlike, allknowing

Front 27

Limited Omniscient

Back 27

thoughts of 1 character told in 3rd person

Front 28

objective

Back 28

not privy to thoughts