Reading Comprehension Strategies

Arising Questions for the Professional Learning Community of Rex Rennert

Elementary

“ As I read, I consciously and subconsciously synthesize. I question, I infer, I create vivid sensory images. I relate the piece to my own experience. I tease out what I think is most important. I draw conclusions about what I think the key points of the passage are. Sometimes I use the strategies purposefully, other times they surface randomly. They are tools I use, sometimes effortlessly, sometimes purposefully to construct meaning. They intertwine and merge and I switch quickly among them, frequently using them simultaneously. They are the instruments which, as I become more familiar with them, give me the ability to read more quickly. They are the means to an end. For proficient readers, they are second nature.”

Keene and Zimmerman, 1997

Agenda1. Definitions of reading comprehension

2. Evidence for instruction of reading comprehension strategies

3. Report from National Reading Panel

4. Reading comprehension strategies

5. Elements for successful reading strategies

6. Reading strategy instruction

7. Questions

8. Further references

Definitions of Reading Definitions of Reading ComprehensionComprehension““intentional thinkingintentional thinking during which meaning is during which meaning is constructedconstructed through interactions between through interactions between text and reader.” Durkin (1993)text and reader.” Durkin (1993)

Definitions of Reading Definitions of Reading ComprehensionComprehension

““the the construction of the meaningconstruction of the meaning of a written of a written text through a text through a reciprocal interchangereciprocal interchange of ideas of ideas between the reader and the message in a between the reader and the message in a particular text.” Harris & Hodges (1995)particular text.” Harris & Hodges (1995)

“comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text.” NICHD (2000)

http://www.nichd.nih.gov/publications/nrp/findings.cfm

Said concisely:Said concisely:

““reading comprehension is reading comprehension is thinkingthinking guided by print” Perfetti (1995)guided by print” Perfetti (1995)

““the process of simultaneously the process of simultaneously extractingextracting and and constructingconstructing meaning through meaning through interaction and involvement with written interaction and involvement with written language. It consists of three elements: the language. It consists of three elements: the reader, the text, and the activity or reader, the text, and the activity or purpose for reading” Rand Reading Study purpose for reading” Rand Reading Study Group (2002)Group (2002)

Said not so concisely but more completely:Said not so concisely but more completely:

Evidence for instruction in Evidence for instruction in comprehension strategies comes comprehension strategies comes from three sources:from three sources:1. Proficient readers monitor their 1. Proficient readers monitor their

comprehension more actively and comprehension more actively and effectively than less proficient readerseffectively than less proficient readers

2. Proficient readers are more likely to use 2. Proficient readers are more likely to use a variety of active cognitive strategies to a variety of active cognitive strategies to enhance their comprehension and repair enhance their comprehension and repair it when it breaks downit when it breaks down

3. Explicit instruction along with supported, 3. Explicit instruction along with supported, scaffolded practice in the use of scaffolded practice in the use of comprehension strategies produces comprehension strategies produces improvements in reading comprehension in improvements in reading comprehension in both younger and older studentsboth younger and older students

From the Report of the National From the Report of the National Reading Panel:Reading Panel:

““The idea behind The idea behind explicit instruction of text explicit instruction of text comprehensioncomprehension is that comprehension can is that comprehension can be improved by be improved by teaching students to use teaching students to use specific cognitive strategies or to reason specific cognitive strategies or to reason strategicallystrategically when they encounter barriers when they encounter barriers to comprehension when reading.” NRP to comprehension when reading.” NRP (2000) (2000)

““Reading instruction is effective in Reading instruction is effective in stimulating student comprehension stimulating student comprehension abilities to the extent that it stimulates abilities to the extent that it stimulates students to process texts students to process texts as good as good readers doreaders do.” Pressley (2000).” Pressley (2000)

What are reading comprehension What are reading comprehension strategies?strategies?

Comprehension strategies are specific Comprehension strategies are specific procedures children can use to help them: procedures children can use to help them:

“… “… (they) are not skills that can be taught (they) are not skills that can be taught by drill; they are plans for constructing by drill; they are plans for constructing meaningmeaning.” NRP (2000)

"mental operations involved when readers purposefully approach a text to make sense of what they read." Barnett (1989)

2) improve their understanding and 2) improve their understanding and learninglearning from textfrom text•Generating questions Generating questions

•SummarizingSummarizing

•Using background knowledge to make Using background knowledge to make predictionspredictions•Constructing visual representationsConstructing visual representations

1) become aware of how well they are 1) become aware of how well they are comprehending text as the readcomprehending text as the read

Reading comprehension strategies from Reading comprehension strategies from the perspective of the successful reader the perspective of the successful reader

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1. Lots of time spent actually reading 2. Experience reading real text for real reasons – have a

purpose for the reading

3. Experience reading the range of genres that we wish students to comprehend

4. An environment rich in vocabulary and concept development through reading, experience, and, above all, discussion of words and their meanings

5. Lots of time spent writing texts for others to comprehend6. An environment rich in high-quality talk about text

Duke & Pearson (2002)Duke & Pearson (2002)

Desirable elements in the classroom for Desirable elements in the classroom for successful reading comprehension strategies successful reading comprehension strategies

Reading strategy instruction: the big Reading strategy instruction: the big ideasideas1. Effective long-term instruction will most

likely involve teaching students to flexibly use multiple strategies to improve their comprehension of text2. Effective instruction requires many opportunities for students to discuss and interpret text using the application of strategies as a way of structuring the discussion3. The focus of strategy instruction should always be on constructing the meaning of the text.

4. Effective strategy instruction always involves explicit description and modeling of strategies by the teacher.

5. Effective strategy instruction always involves extended discussions of text in which the teacher scaffolds student strategy use.

6. Always keep in mind that the purpose of strategy instruction is to stimulate student’s thinking about the meaning of text (by providing guided opportunities for them to actually think about, and interpret text)– ultimately, their attention needs to be on the text and not on the strategies.

Some personal questions that arise:Some personal questions that arise:1. How can we implement the teaching of reading comprehension

strategies in our actual multi-level and multi-cultural classrooms?

2. What reading comprehension strategies will most benefit a struggler reader?

3. Which strategies are most effective for a specific age group?

5. What is the teacher profile required for a successful instruction of reading comprehension?

4. Are these strategies suitable for all kinds of literary genres?

6. What are some reading strategies expressed most in the L1 while reading in the L2 for ELL?

ReferencesReferences::

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What What research has to say about reading instructionresearch has to say about reading instruction (3rd edition) (pp. 205-242). (3rd edition) (pp. 205-242). Newark, DE: International Reading Association.Newark, DE: International Reading Association.

Durkin, D. (1993). Teaching them to read (6th Ed.). Boston: Allyn & Bacon.

Harris, T. L., & Hodges, R. E. (1995). The literacy dictionary. Newark, DE:International Reading Association.

National Reading Panel (2000). National Reading Panel (2000). Teaching children to read: An evidence-Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its based assessment of the scientific research literature on reading and its implications for reading instructionimplications for reading instruction. National Institute of Child Health and . National Institute of Child Health and Human Development, Washington, D.C.Human Development, Washington, D.C.

Perfetti, C. A. (1985). Reading Ability. New York: Oxford University Press. Perfetti, C. A. (1985). Reading Ability. New York: Oxford University Press.

Pressley, M. (2000). What should comprehension instruction be the Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 545–561). Mahwah, NJ: (Eds.), Handbook of reading research (Vol. III, pp. 545–561). Mahwah, NJ: Erlbaum.Erlbaum.

RAND Reading Study Group. (2002). Reading for understanding: Toward RAND Reading Study Group. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND an R & D program in reading comprehension. Santa Monica, CA: RAND Corporation. (available online at www.rand.org/publications/MR/MR1465/)Corporation. (available online at www.rand.org/publications/MR/MR1465/)

References suitable for use in Professional Learning References suitable for use in Professional Learning CommunitiesCommunities(K-1) Beck, I.L., & McKeown, M.G. (2001). Text talk: Capturing the (K-1) Beck, I.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of read aloud experiences for young children. The Reading benefits of read aloud experiences for young children. The Reading Teacher, 55, 10-35.Teacher, 55, 10-35.

(2-3) Beck, I.L. & McKeown, M.G. (2006). Improving comprehension with (2-3) Beck, I.L. & McKeown, M.G. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful questioning the author: A fresh and expanded view of a powerful approach. New York: Guilford.approach. New York: Guilford.

(2-3) Block, C.C., Rodgers, L.L, Johnson, R.B. (2004). Comprehension (2-3) Block, C.C., Rodgers, L.L, Johnson, R.B. (2004). Comprehension Process Instruction: Creating Reading Success in Grades K-3. New York: Process Instruction: Creating Reading Success in Grades K-3. New York: The Guilford Press. The Guilford Press.

(2-3) Duke, N. K., & Pearson, P. D. (2002). Effective practices for (2-3) Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd edition) (Eds.), What research has to say about reading instruction (3rd edition) (pp. 205-242). Newark, DE: International Reading Association.(pp. 205-242). Newark, DE: International Reading Association.

(2-3) Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Scaffolding for (2-3) Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Scaffolding for motivation and engagement in reading. In J. T. Guthrie, A. Wigfield, & K. C. motivation and engagement in reading. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.). Motivating reading comprehension: Concept-oriented Perencevich (Eds.). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah, NJ: Erlbaum.reading instruction. Mahwah, NJ: Erlbaum.

(K-3) Lehr, F. & Osborne, J. (2006). Focus on Comprehension. Pacific Regional (K-3) Lehr, F. & Osborne, J. (2006). Focus on Comprehension. Pacific Regional Educational Laboratory. Available at: Educational Laboratory. Available at: http://www.prel.org/programs/rel/comprehensionforum.asphttp://www.prel.org/programs/rel/comprehensionforum.asp

(1-3) Palincsar, A.S., & Duke, N.K. (2004). The role of text and text-reader (1-3) Palincsar, A.S., & Duke, N.K. (2004). The role of text and text-reader interactions in young children’s reading development and achievement. The interactions in young children’s reading development and achievement. The Elementary School Journal, 105, 183-196.Elementary School Journal, 105, 183-196.

(K-3) Pressley, M. (2000). What should comprehension instruction be the (K-3) Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 545–561). Mahwah, NJ: Erlbaum.Handbook of reading research (Vol. III, pp. 545–561). Mahwah, NJ: Erlbaum.