Introduction to Comprehension

Teaching Reading Sourcebook 2nd edition

Reader Competencies Each reader brings unique competenciesthat affect comprehension.Comprehension builds upon the reader’s

speed and accuracy of decoding;reading fluency;vocabulary size;general world knowledge;specific comprehension strategies.

Dimensions of TextContent: subject matterGenre: category of literatureStructure: narrative story structure or informational Language: author’s expression of ideas: tone, voiceAdept diction: skillful and precise use of words Writing quality: text clarity and coherenceComplexity: readability: words, sentences, conceptsGraphic design features: physical features of textMedia: means of communication: print, web-based

Elements of ComprehensionText

Narrative Informational

ActivityPurpose for reading: identifying reading taskProcesses for reading: determining approach for reading Consequences of reading: increased knowledge, engagement

ContextSocial and cultural factors: school, family, community

What Good Readers DoBefore

Set goal or purposePreview text; make predictions

During ReadingConnect to world knowledge, make inferencesAdjust reading by skimming, focusing, rereading, notesCheck and adapt predictions, summarize passagesAsk questions, respond and evaluate textMonitor comprehension, check and repair

After ReadingReread, summarize, reflectDetermine how information can be used and recalled

Comprehension StrategiesRecognizing text structure

guides reader in identifying and recalling key information. Predicting

involves world knowledge and cues in text and helps the reader set purpose and recall text.

Monitoring (metacognition)involves the reader’s knowledge and control of cognitive processes.

Connecting to world knowledgeinvolves activating schema and applying known to new in text.

Comprehension StrategiesAsking questions

about the text fosters comprehension and provides self-assessment.

Answering questionshelps, as answers may be found in the text itself and in the students’ own knowledge.

Summarizinghelps students’ awareness of text structure and relationship between ideas in text.

Constructing Mental Imagespromotes active processing of text and provides structure for organizing and remembering text.

Comprehension InstructionExplicit Strategy Instruction

Direct explanationModelingGuided practiceIndependent practice

ScaffoldingProcess: shifting responsibility for learning from teacher to studentTools: graphic organizers, prompts, cooperative learning, read-aloud methods

Contextualized Instruction Occurs in the context of reading conceptually challenging, relevant, high-interest texts.

Reader Response

Meaning is constructed through interaction between the reader and the text.Different readers respond in different ways.Readers in collaboration often produce meanings no single reader could.Discussion and writing are effective ways to foster reader response.

Discussion Oriented Instruction: teacher guided/ student-led discussions, book clubs, literacy circlesWriting into (before), writing through (during), writing out (after)

Instruction for ELLsReading comprehension is closely tied to oral language proficiency .

Promote language production and vocabulary acquisition while working on comprehension skills.Explicit and direct instruction actively engages students in monitoring their use of strategies in comprehension process.For novice readers in their primary language: provide explicit word-level skills instruction to help them attain the level of performance of native English speakers.For able readers in their primary language: emphasize transferring strategies from their native language to English .