gordon pershey '05 literacy for all1 implementing research- based language & literacy...
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Gordon Pershey '05 Literacy For All 1
IMPLEMENTING RESEARCH-BASED LANGUAGE & LITERACY INSTRUCTION & INTERVENTION: FOCUS ON VOCABULARY & COMPREHENSION
Monica Gordon Pershey, Ed.D., CCC-SLPAssociate ProfessorCleveland State [email protected], [email protected]
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Introduction
Strategies for enhancing students’ abilities andremediating deficits in vocabulary and comprehensionwill be addressed. Course participants will learn how toprepare students for mandated achievement testing inthese areas.
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Learner Outcomes
1. Learners will describe how vocabulary and reading and listening comprehension are taught and assessed as curricular areas.
2. Learners will identify strategies for improving vocabulary and reading and listeningcomprehension.
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Curriculum, Instruction, and Assessment in Vocabulary
Key issues:
A STRONG VOCABULARY
INSTRUCTION BASED ON INTEGRATION, REPETITION,AND MEANINGFUL USE
FORMATS FOR VOCABULARY STUDY: CONTEXTUALUSAGE AND ANALYSIS (CONCEPT DEVELOPMENT) ANDSTRUCTURAL ANALYSIS (WORD STUDY)
TRANSFER APPLICATIONS FOR VOCABULARY STUDY
WHAT IS KNOWN ABOUT VOCABULARY DEVELOPMENT
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Curriculum, Instruction, and Assessment in Vocabulary
IMPACT OF VOCABULARY ON MANDATEDACHIEVEMENT TESTING
IMPLEMENTING EFFECTIVE VOCABULARY INSTRUCTION: FACT AND FALLACY
STRATEGIES FOR TEACHING VOCABULARY BEFORE,DURING, AND AFTER READING
ONGOING VOCABULARY ASSESSMENT
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Instruction Based on Integration, Repetition, and Meaningful Use
VOCABULARY INSTRUCTION:
IS THERE ANYTHING NEW UNDER THE SUN?
NAGY, 1988
I NTEGRATI ON
REPETI TI ON
MEANI NGFUL USE
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A Strong Vocabulary
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Formats for Vocabulary Study
Contextual Usage andAnalysis – Pertains toMeaning and ConceptDevelopment
Structural Analysis of Words in the EnglishLanguage – Study WordOrigins and Orthography
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Transfer Applications For Vocabulary Instruction
Comprehension when listening and viewing, e.g., lecture note taking, read alouds, entertainments
Reading comprehension during content area studying,eclectic reading
Better speaking & writing: Academic, vocational,interpersonal
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What We Know About Vocabulary Development
We have different levels of word knowledgeand usage: Words we know and use readily
Words we know but don’t often use
Words we know in context and can define plainly
Words we know in context but can’t define
Words we read but can’t pronounce
Words we say but can’t read: true for young kids
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What We Know About Vocabulary Development
Vocabulary is the #1 predictor of reading comprehension – Therefore, a text with too manyunfamiliar words is incomprehensible – Unknown wordsrelate to topics, content, or concepts that challenge A reader need not know every word in a text to realizegist – Up to 15% of words can be missed, dependingon text clarity and reader’s purpose for reading
The average 5th grader who reads 25 minutes a daywill meet 20,000 new words per year - If s/he retainsjust 5%, s/he will learn 1,000 new words per year;Most kids learn 3,000 words per year with readingbeing the largest source of input; The best way toincrease vocabulary is by reading widely
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Impact of Vocabulary on MandatedAchievement Testing
265 African American fourth and sixth graders from a district in academic emergency according to the OhioProficiency Test (OPT)
16 standardized subtests of oral, written, andreading vocabulary yielded corresponding findings: Word knowledge and word usage are stable andinterrelated constructs in oral language and literacy
4th graders: Vocabulary can predict between 18% and35% of the variance in OPT reading scores and 19% ofthe variance in OPT writing (p < .0001)
6th graders: Vocabulary can predict between 18-25% of the variance in OPT reading scores (p < .0001)
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Impact of Vocabulary on MandatedAchievement Testing
VOCABULARY TASKS THAT CORRELATE WITHOPT SCORES (p < .0001)
CORRELATION TO OPT READING
READ WORD, FIND SYNONYM 4TH .433
6TH .394
WRITE WORD IN SENTENCE 4TH .538
6TH .426
LISTENING: MATCH WORD TO PICTURE 6TH .398
ORAL SYNONYMS 4TH .591
6TH .458
ORAL DEFINITIONS 4TH .424
6TH .502
ORAL SUPER-ORDINATE 4TH .543
CORRELATION TO OPT WRITING
READ WORD, FIND SYNONYM 4TH .436
ORAL ANTONYMS 4TH .450
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
FALLACY: ALL VOCABULARY INSTRUCTION WILLINCREASE READING COMPREHENSION
FALLACY: THE BEST WAY OF TEACHING VOCABULARYIS THE DEFINITIONAL APPROACH – WHY NOT:
A definition may not fit a context A definition seldom tells how a word is actually usedA definition may not help form interconnections across words drawn from a text or unit of study A definition may not increase comprehension of word meaning and thus allow correct use of a word; it may be a weak instructional device
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
EXAMPLE: GIVEN THESE DEFINITIONS, PUT THEKEY WORD INTO A SENTENCE
epiphenomenon: a phenomenon that occurs with and seems to result from another
kern: to form or set (as a crop of fruit) squinch: a support (as an arch, lintel, or
corbeling) carried across the corner of a room under a superimposed mass
stirp: the sum of the determinants of whatever nature in a fertilized egg
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
FALLACY: CONTEXT CUES ARE HELPFUL WHEN TEXT
CONTENT IS FAMILIAR BUT OF LITTLE USE WITH
UNKNOWN CONTENT
EXAMPLE: Although Mary was very thin, her sister was obese.
Is “obese”:
a. normal
b. fat
c. gracious
d. unconcerned
e. jealous
CONTEXT MAY NOT GIVE ENOUGH INFORMATION OR
MAY ALLOW FOR TOO MANY CHOICES TO BE POSSIBLE.
CONTEXT MUST GUIDE INFERENCE
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
REAL TEXTS AND NATURAL CONTEXTS ARE NOT
ALWAYS GOING TO TEACH THE DENOTATIVE
MEANING AND CONNOTATIVE USAGE OF A WORDEXAMPLE:
Denotative meaning is given:
cater: to act with special consideration
Connotative meaning is lost when a student
writes this sentence:
“The mayor catered when the corporate executives visited the city.”
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
FACT: EFFECTIVE VOCABULARY INSTRUCTION
PROVIDES MULTIPLE CONTEXTS FOR LEARNING
WORDS (BEFORE READING, DURING READING, AFTER
READING) (REPETITION, DEPTH)
FACT: DEFINITIONS NEED TO BE PAIRED WITH
ILLUSTRATIONS OF HOW WORDS ARE ACTUALLY USED
(MEANINGFUL USE, DEPTH)
FACT: SUPPLEMENTAL INSTRUCTION ON COMMON
INFERENCE PATTERNS IS HELPFUL SO THAT
CONTEXTUAL REASONING IS ENHANCED (CONTRAST,
CLASS, EXAMPLE, GENERALIZATION)
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES THAT WORDS ARE LABELS FORCONCEPTS; WHEN POSSIBLE, CONCEPTS ARELIVED THROUGH BY DIRECT EXPERIENCE,SIMULATION OR DRAMATIZATION,DEMONSTRATION, MULTI-SENSORY EXPERIENCES(MEANINGFUL USE, DEPTH)
FACT: EFFECTIVE VOCABULARY INSTRUCTIONFEATURES WORDS THAT READERS ARE LIKELY TOENCOUNTER OFTEN (REPETITION, INTEGRATION)
FACT: EFFECTIVE VOCABULARY INSTRUCTION ISBOTH CONVERGENT AND DIVERGENT
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES USEFUL WORDS (MEANINGFUL USE)
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES KEY WORDS FOR A TEXT OR UNIT OFSTUDY (INTEGRATION, DEPTH, BREADTH)
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES INTERESTING WORDS (PERSONALMEANING, MELODIOUSNESS, UNIQUE ORIGINS,PIQUE CURIOSITY) (MEANINGFUL USE)
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES VOCABULARY-BUILDING WORDS (INRELATION TO STRUCTURAL ANALYSIS)(INTEGRATION, REPETITION, BREADTH)
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Implementing Effective Vocabulary Instruction: Fact and Fallacy
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES WORDS IN RELATION TO OTHER WORDS(IN RELATION TO STRUCTURAL ANALYSIS)(INTEGRATION, REPETITION)
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES WORDS THAT RELATE TO STUDENTS’BACKGROUND KNOWLEDGE (INTEGRATION,REPETITION)
FACT: EFFECTIVE VOCABULARY INSTRUCTIONTEACHES WORDS SYSTEMATICALLY AND IN DEPTH(IN RELATION TO STRUCTURAL ANALYSIS)(INTEGRATION, REPETITION)
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Integration Via Concept Development: Techniques For Interconnecting Ideas With Vocabulary Terms
SEMANTIC MAPS OR WEBS
PROCESS: COLLABORATIVE BRAINSTORM
PURPOSE: RELATES A NEW CONCEPT TO PRIOR KNOWLEDGE
OUTCOME: ORGANIZES ASPECTS OF A CONCEPT –INDUCTIVE (MIND MAP, LIST) OR DEDUCTIVE
CLASS–EXAMPLE RELATIONS; ATTRIBUTE RELATIONS
CARRY OVER: ALLOWS FOR FURTHER STUDY OF THECONCEPT
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Semantic Map or Web: Deductive – Attribute Relations
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Semantic Map or Web: Deductive or Inductive – Class-Example Relations
Category – Superordinate
Example – Subordinate
Example – Subordinate
Example – Subordinate
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Semantic Map or Web: Deductive or Inductive – Concept Hierarchy Map
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Semantic Map or Web: Deductive – Venn Diagram
Snow
SleetRain
Concepts that require multiple comparisons to show similarities and differences among characteristics
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Semantic Map or Web: Inductive
Prereading: Spot A Theme, Then Web:Listen To A Few Paragraphs of a Story
Spot a ThemeWeb the Theme First
Continue ReadingAdd to the Web
Example: Dog Years
Prereading Web: Properties of a concept are described, then the concept is identified“Have you ever had the feeling something is about to go wrong?” (Premonition)Then web allied concepts and words
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Semantic Map or Web: Structural Analysis
CONCEPTS THAT CAN BE JOINED TO SHOWMEANING, ORIGIN, OR STRUCTURALFEATURES
CONCEPTUAL NETWORKS TO SHOW: SYNONYMY ANTONYMYCOMMON ROOTS COMMON AFFIXES COMMON DERIVATIONS
un-
uncover
unzip
unbutton
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Semantic Map or Web: Conceptual Analysis
CONCEPT NETWORKS CAN BE MAPPED TO SHOWEXCLUSION, FOR EXAMPLE, ITEMS THAT DO NOTBELONG IN A GROUP
zoo
igloo
teepee
palace
zoo
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Semantic Map or Web: Conceptual Analysis Via Semantic Feature Analysis
EXAMPLE: SEMANTIC FEATURE ANALYSIS –
MANY TYPES
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Integration Via Concept Development: Techniques For Interconnecting Ideas With Vocabulary TermsWORD SORTS
PROCESS: COLLABORATIVE LEARNING
PURPOSE: DETERMINE THE RELATIONSHIP OFWORDS WITHIN CATEGORIES AND BETWEEN CATEGORIES; SORT BY ELEMENTS OF MEANING OR OF WORD STRUCTURE
OUTCOME: ORGANIZE ASPECTS OF RELATEDCONCEPTS (SUPERORDINATES AND SUBORDINATES)
CARRY OVER: ALLOWS FOR FURTHER STUDY OF CONCEPTS
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Word Sorts
Two Main Types of Word Card Sorts
Closed Sorts: Superordinate categories are given –Place words in category
Felines
Cats Leopards Tigers
Canines
Collies Wolves Beagles
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Word Sorts
Two Main Types of Word Card Sorts
Open Sorts: Superordinate categories are not given –Group words and then determine a category heading
Cats Leopards Tigers
Collies Wolves Beagles
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Word Sorts
BEFORE READING – ALLOWS FOR SCHEMAACTIVATION, PREDICTION
DURING READING – ALLOWS FOR IN-DEPTHSTUDY OF TERMS
AFTER READING - ALLOWS FOR CONCEPTDEVELOPMENT, WORD STUDY, DISCUSSION
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Integration Via Concept Development: Techniques For Interconnecting Ideas With Vocabulary Terms
LINEAR ARRAYS (SEMANTIC GRADIENTS) Arrange ideas by degree Students are given all items to arrange, or given some (first two or three; first and last) and asked to generate others
HOTTESTscorching sunnybalmycool nippyrawfreezingfrigidCOLDEST
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Integration Via Concept Development: Techniques For Interconnecting Ideas With Vocabulary Terms
T-Chart – Shows what a concept is and is not
FREEDOM IS IS NOT
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Integration Via Concept Development: Techniques For Interconnecting Ideas With Vocabulary Terms
CHOOSING TEXT VOCABULARY TO EMPHASIZE
KEY OR IMPORTANT WORDS WHAT IS THE BEST WORD TO USE AMONGCHOICES? JUSTIFY YOUR CHOICE
EXAMPLE: “CASE HILL IS A BOY WHO IS ___”(LONESOME AGGRESSIVE CONTENT)
WORDS THAT GUIDE A READER THROUGH A TEXT WHAT WORDS ILLUSTRATE THE KEY EVENTS IN A STORY?
EXAMPLE: CONNECT TWO
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Connect Two
Your Preparation
Read the Story
Pick out 6-12 Vocabulary Words that Sequence the Story Events
Words the Story Hinges Upon
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Connect Two
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Connect Two
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Connect Two
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Connect Two
Your SessionSchema Activation Discussion
Preview Words or Not?
Read the Text
Words Are Reviewed One by One
Key Points Are Revisited
Look Back in Text to the Place Where Each WordOccurred
Write a Sentence that Summarizes the Passage in which the Word Appeared
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Connect Two
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Connect Two
Underlying Language SkillsVocabularyComprehension of Story Main Ideas and DetailsStory SequenceSentence ConstructionText Look-Back Beginning, Middle, EndWord Study
More Difficult: Students Select All or Some Words;Words on Cards Students Sequence onto Spokes
Easier: Sentence Strips
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Studying Word Structure:Structural Activities
EXAMPLES: STRUCTURES TO BE STUDIED (AS RELATING TO CONCEPTS UNDER STUDY)
LATIN AND GREEK ROOTS“ROOT OF THE WEEK” “AFFIX OF THE WEEK”OR, SORT WORDS USED IN UNITS BY THEIRORIGINS, ROOTS, AFFIXES, ESP.TECHNICAL TERMS, ASSIMILATEDPREFIXES
“accompany” “occur” “offer”
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Studying Word Structure:Structural Activities
SUFFIXATION THAT CHANGES PARTS OFSPEECH
“fear” = verb; “fearful” = adj
3 COLUMNS: MAKE AS MANY WORDS AS YOUCAN
PREFIX ROOTS SUFFIXESin- junc -(t)(s)ionim- voc -ivepre- cept -orcon- tract -ive
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Studying Word Structure:Structural Activities
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Studying Word Structure:Structural Activities
SEMANTIC SHIFT (WORDS WHOSE MEANINGS HAVE CHANGED)
“villain” = farm labor“guest” = enemy, stranger“slim” = crafty, crooked“gay” = happy
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Studying Word Structure:Structural Activities
THREE KINDS OF HOMONYMS HOMOPHONES (SOUND SAME, SPELLED
DIFFERENTLY) “bear, bare”
NON-HOMOPHONIC HOMOGRAPHS (HETERONYMS) “preSENT, PRESent” (SHIFTIES)
HOMOPHONIC HOMOGRAPHS (MULTIPLE MEANING WORDS) “root” “brand” “trip”
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Studying Word Structure:Structural Activities
COMMON WORD PAIRS “spic & span” “vim & vigor”
WORDS PARTS THAT SIGNIFY NUMERATION “milli, dec, mega, kilo, myria”
CREATE A PLAUSIBLE WORD FROM WORD PARTS “astrocraft” “telewaves”
ONOMATOPOEIA (ECHOES)“bang” “cuckoo” “sizzle” “hiss”
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Studying Word Structure:Structural Activities
WORDS THAT HAVE ENTERED THE LANGUAGE BY USING OLD WORDS IN NEW WAYS:
CHANGING PARTS OF SPEECHa “network” [n] became “to network” [v]
NEW COMPOUNDS “splashdown,” “hovercraft,” “wingspan”
COINAGES (TO NAME A PRODUCT – Create yourown products, like Luminous Lollipops) “nylon,”“aspirin,” “kleenex,” “zipper,” “band-aid,”“vaseline”
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Studying Word Structure:Structural Activities
ACRONYMS (“TIP NAMES”) SAID AS A WORD: “UNICEF” “NASA” “SCUBA”“LASER” SAID AS LETTERS: “COD” “MC”
AUTANTONYMS (WORDS THAT MEANOPPOSITES)“cleave” = separate, unite “trim” = take off, add on“dress” = take off, add on
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Studying Word Structure:Structural Activities
PORTMANTEAU WORDS “twirl” = twist + whirl“brunch” = breakfast + lunch
CLIPPING (SHORTENING WORDS) “omnibus”: “bus”“telephone”: “phone”
EUPHEMISMS
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Studying Word Structure:Structural Activities
WORDS FROM OTHER LANGUAGESCHINESE - “tea” PERSIAN - “shawl”GERMAN - “kindergarten”POLYNESIAN - “tattoo”
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Curriculum, Instruction, and Assessment in Comprehension
Comprehension is Functionally Dependent Upon……..
Memory
Incoming Information is Stored in Working Memory
Relevant Background Knowledge is Retrieved fromLong Term Memory
Implied in Remembering is Verbal Organization
Organization is Dependent upon Verbal Reasoning
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Curriculum, Instruction, and Assessment in Comprehension
Material That Is Decoded or Heard Cannot Be TooQuickly Forgotten
Forgetting Disrupts Organization
Memory is Functionally Dependent Upon ……..
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Memory
Cognitive-linguisticcapabilities that impactupon comprehension:
Material that is decoded orheard cannot be quicklyforgotten
Information must be storedand relevant backgroundknowledge must beactivated; memory is bothstorage and activation
Intervention strategies to enhance this area of cognitive- linguistic skill:
Activate concentration Lesson uses a few key words Redundancy Collect words Visual or multisensory experiencesDecodable or leveled texts free up cognitive resources for comprehending and rememberingEliminate extraneous demands and distractions
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Word Collection Strategies
Notebooks, Card Files, Rolodexes, Postings on Walls or Charts
Their Word Their Ideas Word MeaningMy Ideas
Note Take Note Make Vocabulary
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Word Clues Definition
Word My Meaning Definition
Word Trouble Spot Definition
Word Collection Strategies
Notebooks, Card Files, Rolodexes, Postings on Walls or Charts
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Memory
INTEGRATION of words with the main ideas of the story and relationships among ideas
REPETITION of key words and concepts
MEANINGFUL USE in discussion and activities and assignments
CONTEXTUAL USAGE AND ANALYSIS of how words are used in text
MEANING AND CONCEPT DEVELOPMENT – connecting the new to the known
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MemoryHow Memory Influences Comprehension:
Retention of Semantic Information
Word Finding Strategies: Use External Tools
Fund of Information
Vocabulary Depth – Deeper Knowledge is MemorizedMore Assuredly
Fluent Flow of Input – Access Text InformationAutomatically, Process Information Easily, StoreInformation Relevantly
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Memory
Memory and Reading Fluency
Phrasing of Phrases, Sentences, Larger Units of Text
Anticipation of What Might Come Next in Text
Self-Correction of Miscues
Reread Text to Gain Speed, Accuracy, Expression
Automatic, Comprehending Reading
Text Pattern Repetition is Integral
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Memory
Orthographic Representations of Whole Words and Letter Patterns
Ready Access to Word Attack Strategies
Searching for Base Words and Affixes
Choosing Among Known Patterns: “O-U-R”is ‘Hour, Or, Are, Er” Etc.
Identical Patterns Can Be Pronounced a Variety of Ways
F-L-O-W in Flower F-L-O-W in Flowed
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Memory
Prosodic Features Intonation Guided by Punctuation
Syllable Stress in Words
Word Stress in Sentences and Sentence Prasing
Phrasing for Flow Across Multi-Sentence Text Passages
Oral Reading Sounds Like Spoken Language
Do Not Read Word by Word
Anticipation of What’s Next Applies to Prosody
Chunk and Phrase Text (The Chunking Machine)
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Hook, P.E., & Jones, S. D.(2002, Winter). The importance of automaticity and fluency for efficient comprehension. International Dyslexia Association: Perspectives.
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Memory
Curricular Tasks for Reading Fluency
Identical Pronunciation Patterns Can Be Spelled in aVariety of Ways (All of the ways to make long a)
Poetry Reading and Writing
Dramatic Interpretation of Text
Staged Readings or Class Plays
Language Experience Stories
Scribe Children’s Dictated Stories
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Domain KnowledgeCognitive-linguisticcapabilities that impactupon comprehension: At school, learners must learnconcepts that are decontextualized from daily life
Domain knowledge helpslearners recognize and summarize main ideas, locatecontext clues, self-monitor forcomprehension breakdowns, organize and integrate new information, seek additionalinformation from outsidesources
Intervention strategies toenhance this area of cognitive-linguistic skill:Thematic Units – where reasoning is contextualized
Relate academic concepts to daily life
Repetition and redundancy
Activate domain knowledge with videos, photos, websites, multisensory, “lived-through” experiences, engaging picture books before reading textbooks
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Domain Knowledge
Word Sorts
Before Reading Builds Questioning, Activates Prior Knowledge
After Reading Reinforces Concepts and Ideas
Closed - Category Headings Provided
Open - No Category Headings
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Domain Knowledge
Anticipation Guides Provoke a Position Prior to Reading
Answer Yes or No – Do You Agree or Disagree? Why?
Human Beings Have a Right to Kill Animals
Children Must Never Disobey Adults
A Pet is a Person’s Possession
(Shiloh, Phyllis Reynolds Naylor)
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Explaining
Cognitive-linguisticcapabilities that impactupon comprehension: Difficulty displaying one’sreasoning in a verbally organized way bogs down one’s own comprehension and makes it hard for an evaluator to gauge a learner’s comprehension
Intervention strategies toenhance this area ofcognitive-linguistic skill:
Explanations can be scaffolded by Frames Causal Events Frame WHEN ___ HAPPENED,THE CHARACTER FELT ___. THIS WAS BECAUSE ___.
List or Enumeration Frame
Analogy or Example Frame
Procedure or Process Frame
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Explaining
It is easier to explain ideas, concepts, or events that cohere to one’s world view – it is easier to explain what we view subjectively than what we must view objectively
Sequence or Temporal FramesTimelines Problem-Solution FramePlot Patterns:
Most Fiction hasthree plot elements: 1 SOMEBODY
WANTED_________ 2 BUT ____________ 3 SO _____________
Comparison FramesFrame Using Definitions
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Explaining
In Order to Explain…..
Underlying Skills in Comprehension and Production ofNarrative
Action Words Mental State Words
Causality Temporal Concepts
Antecedents and Consequences Story Sequence
Story Main Ideas and Details Text Vocabulary
Beginning, Middle, End Text Look-Back
Sentence Construction
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Explaining
MATCHING WORDS TO STORY GRAMMAR
LOOK AT THE FOLLOWING WORDS. TELLWHICH WORDS THE AUTHOR USED TO DESCRIBETHE STORY ELEMENTS
WORRIED UNSAFE IN THE COUNTRY EARNED MONEY
CHARACTERS: WORRIEDSETTING: IN THE COUNTRYPROBLEM: UNSAFESOLUTION: EARNED MONEY
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Explaining
EXTENDED RESPONSE
EXAMPLE: THINK SHEET
WRITING THAT IS DERIVED FROM KNOWLEDGE OF AKEY TERM/CONCEPT
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Explaining
“Frequent Contact” game
List 3 persons or characters
Marty Shiloh Mother
Decide who is most likely to come into contact with these items.
money fence broom
(List should be as long as is wieldy for learners.)
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BoundariesCognitive-linguisticcapabilities that impactupon comprehension:
What something is or is not
Constraints upon a concept
What to include and exclude within a concept
Static properties vs variable properties
Anomalous features
Intervention strategies toenhance this area ofcognitive-linguistic skill:T charts Visuals that show separation of properties
Venn diagrams Concept webs
Allow concepts to makesense and not become nonsensical just to show a comparison (e.g., a mammal is not an amphibian because_____, not a mammal is not a pizza because_____)
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Resonance
Cognitive-linguisticcapabilities that impactupon comprehension: It is easier to comprehend concepts are important and of utilityResonance means that ideas “ring true” to the learnerWhen an idea resonates, we feel we are better for having become acquainted with this idea or for having learnedsomething
Intervention strategies toenhance this area ofcognitive-linguistic skill:Learners need dynamic activity – lived-through experiences such as dramatization, song, artprojectsExtend text meaning by relating text concepts and events to personal meaning –Has this happened to you?What does this mean to you? Have you ever felt this way?
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Resonance
Character journals:bookWrite a diary or letter in the voice of thecharacter (for example, the character is rememberingwhat happened in the story)
Character conversations (dialogues between characters,with each telling what happened in the story)
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Resonance
STUDENTS PARTICIPATE IN SELECTING WORDS FORSTUDY
STUDENTS DISCUSS THE NATURE AND CONTENT OFVOCABULARY ASSESSMENTS – WHAT YOU AREASKING THEM TO REMEMBER, HOW, AND WHY
INTEGRATION AND MEANINGFUL USE VIA VARIEDREADING AND WRITING OPPORTUNITIES – LOTS OFFUN WAYS TO USE THE LANGUAGE OF THE TEXT
REPETITION VIA REVISITING TEXT
PEER REVIEWING/EDITING OF STUDENT TEXT
SHARING RESPONSES TO TEXT IN A VARIETY OFFORMATS
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Gordon Pershey '05 Literacy For All 88
Goal Setting
Cognitive-linguisticcapabilities that impactupon comprehension:
Learner sets him/herself upfor gaining understanding,gaining information,enjoyment, mastery, or thechance to engage insubsequent dynamic activity
Learners stop and reassess what is going on if they are not meeting their goals
Intervention strategies toenhance this area ofcognitive-linguistic skill:
Pre-reading journaling: “I want to read this book because _____.”
List of terms commonlyused – in a text, on stateassessments, or in a learning context – goal is to learn these terms
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Goal Setting
Intervention strategies to enhance this area of cognitive-linguistic skill:
Pre-reading study guide – points to look for when reading, skim text prior to
reading to alert reader to these points
Setting questions before reading
Predicting what text will be about, then confirming or disconfirming predictions
KWL What do I know about this topic, what do I want to know, and, after reading, what have I learned?
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Higher Level Thinking
Cognitive-linguisticcapabilities that impactupon comprehension:
Inference Deduction/induction PlausibilityEvaluation, judgment Non-literal meanings Indirect messages Non-linear presentations Hypothesizing, problem posing Changing point of view
Intervention strategies toenhance this area ofcognitive-linguistic skill:
3 Levels of Questions On the Lines – Factual
questions--Answers can be found in the text
Between the Lines – The answer is not explicitly stated in the text but can be figured out completely from reading the text
Beyond the Lines – Requires judgment or personalization of text
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Higher Level ThinkingCognitive-linguistic Intervention strategies tocapabilities that impact enhance this area ofupon comprehension: cognitive-linguistic skill:Apply principles/concepts QAR: QUESTION-ANSWER
RELATIONSHIP 4 kinds of questions
Synthesis/relationships Right There (in the text)between texts Think and Search
(found throughout the text) Between You and the Author (why do you think something
occurred or was told to the reader in a certain way)
Invent/design/develop/ On Your Own (requires create ideas and texts judgment or personalization)Translate/represent ideas CONNECTIONS: Text-to-Self,differently Text-to-World, Text-to-Text
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Literate LanguageCompared to oral language, text uses moredifficult words, more elaborate syntax, more figurative language, less redundancy, and noparalanguage
Much of literate language is the vocabulary of text
Certain words, phrases andsentences are seldom used aloud but are use often in text
Teach “how books talk,” which is different from how people talk – at the word and sentence levels Two-column chart: How the book says it, how we say it Skim for text features, headings, chapter titles, captions – discuss what these sections might say Use text conventions, such as dialogue, to anticipate meaning and aid comprehension
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Selected Sources
Reutzel, D. R., & Cooter, R.B. (2003). (2nd ed.). Strategies for reading assessment and instruction: Helping every child succeed. Upper Saddle River, NJ: Merrill Prentice Hall.
Sheron Brown, All Sorts of Sorts (3 volumes, amazon.com)
Allen, J. (2000). Yellow brick roads. Portland, ME: Stenhouse.
http://www.literacy.uconn.edu/index.htm