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Comprehension Strategies for Narrative and Informational Text
Dr. Kevin Flanigan
West Chester [email protected]
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Transactional Comprehension Strategies Instruction
(Pressley, 1998)
• Dynamic “give and take” between teachers and students
• Coordinated and flexible use of multiple strategies “in the throes” of reading
• Meaning constructed among teachers and students as they consider text content in light of previous knowledge/experiences.
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Transactional Comprehension Strategies Instruction
(Pressley, 1998)
• Teacher explanation and modeling of strategies
• Scaffolded student practice over time (small group reading instruction)
• Internalization of strategies
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Transactional Comprehension Strategies Instruction
(Pressley, 1998)
• TSI students outperformed “controls” on standardized measures of comprehension and interpretive measures
• (Anderson, 1992; Brown et al., 1996; Collins, 1991)
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DRTA(Directed Reading/Thinking Activity)
• Purpose: to develop “young scholars” who are actively engaged in critical thinking and decision-making during reading
• Coined and developed by Russell Stauffer
• Comprehension as hypothesis-testing
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DRTA
• Teacher selects approximately 3 stopping points
• During these stopping points, teacher facilitates discussion through questioning
• Three types of questions – Prediction– Confirmation– Exploration
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DRTA
• Prediction Questions– What do you think is going to happen next?– Why do you think so?– What have you read that supports your
prediction?
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DRTA
• Confirmation Questions – Were you close?
• Exploration Questions – Did he love her?– Has any character changed?– What does this tell you about this character?– What is this story mostly about right now?
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DRTA
• Steady and faithful use of the DR-TA will develop your students into young scholars
• The teacher’s role is one of agitator
• “Stir up” the discussion and move in or back out as needed
• It should look and feel more like a discussion rather than a formal lesson
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Strategies/Thinking Processes
• Predicting• Confirming/Modifying Predictions• Clarifying• Summarizing• Making inferences• Justifying• Responding to text based on prior knowledge
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Power Thinking (Santa, Havens, & Valdes, 2004)
• Purpose: to provide students a framework for organizing information that is hierarchical in nature
• Main ideas, subtopics, details
• An alternative to roman numeral outlining
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Power Thinking
• Power 1 – Main Ideas
• Power 2 – Subtopics
• Power 3 – Details
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Power Thinking
• Power Mapping – use with a graphic organizer
• Power Reading – use in conjunction with reading
• Power Writing – use as a framework for organizing essays, reports, etc.
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Power Mapping
• Introduce this strategy with something the students know well – (movies, fast food)
• Use shapes and/or colors consistently to differentiate power 1, 2, and 3 ideas
• Before reading, have students create power 1 and 2’s as a previewing technique
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Pattern Puzzles/Concept Sorts
• Take any set of concepts, vocabulary words, sentences, story events, and mix them up!
• Students must reorganize them.
• Promotes understanding of the “pieces” and how the pieces “relate” to each other – the structure.
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Selected Resources
Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: The Guilford Press.
• Santa, C. M., Havens, L. T., & Valdes, B. J. (2004). Project CRISS: Creating independence through student-owned strategies.
• Stauffer, R. G. (1975). Directing the reading-thinking process. New York: Harper & Row.