Domain 2.006 Flashcards
The characteristics of good readers are
thinking actively while reading
Reading with a purpose or goal in mind
Previewing aspects of text such a structure
Reading selectively or with a specific focus
Constructing revising and questioning meeting regularly
Determining meaning of unfamiliar words and concepts
Using prior knowledge to help understand text
Comprehension is
Intentional thinking during which meaning is constructed through the interactions between the text and the reader (Durkin, 1993, page 76)
Comprehension strategies Good readers use
Relating new information with prior knowledge
Figuring out main ideas
using knowledge of texture genre
Constructing mental images of the text meaning
Making inferences
Monitoring information
Summarizing and paraphrasing important information
Seeking clarification when meaning is confused
Characteristics of struggling readers
Cognitive deficits related to verbal abilities listening comprehension reasoning and working memory
Struggling readers also
Have poor word decoding and fluency skills
Struggling readers also have
Language-based problems and a lack of persistence and low endurance when reading
For struggling readers there is
Failure to relate information to prior knowledge lack of comprehension monitoring skills failure to make inferences and failure to apply comprehension strategies flexibly and consistently
In general, what do you feel your students struggle with the most with regard to reading? How can you tell?
“Children with a limited oral vocabulary will struggle with nearly all aspects of academics”. (Wendling and Mather, 2009)
Previous reading experiences a predictor of success
Put simply, failure begets failure, and success begets success. However, when teachers are able to identify, two observation and assessment, what is causing a student to struggle with reading, he or she can intervene to create an atmosphere and a record of reading success. (Ahmadjlan, 1980)
“Decoding is the ability to convert a word from print to speech” (Adams, 1990).
To ensure the development of proficiency in reading, students must be taught to decode regular words, to identify irregular words, and to use word parts to read multisyllabic words” (Honig, Diamond, and Gutlohn, 2008).
Students come to school with a wide variety of word knowledge, which leads to varying degrees of successful learning (Wendling & Mather, 2009).
Multiple factors impact a child’s acquisition of language, including:
• Exposure to literacy and language activities
• Socioeconomic level of the family
•Education level of the parents
Reading fluency is “the accurate reading of connected text at a conversational rate with appropriate prosody” (Homig, Diamond, And Gutlohn, 2008).
Fluency is comprised of:
• Accuracy the ability to recognize or decode words correctly
• Rate the pace, or how quickly one reads connected text, often measured as the number of words correct per minute
• Prosody the Resnick and total aspects of speech, including pitch, stress patterns, and duration, which provide information above and beyond that provided by the actual words themselves
Fluency is a bridge between…
Decoding and comprehension
Comprehension monitoring is an aspect of metacognition and maybe defined as an executive function essential for competent reading which directs a readers cognitive process as he/she strives to make sense of information (Wagner, 1983).
Monitoring comprehension means to think about how you’re thinking as you read in order to gauge how well you are grasping the meaning of the text.
Research indicates that “knowing the structure of a text helps organize the readers thinking and enhances understanding and recall of the information” (Gallagher & Pearson,1989).
There are two broad categories of text structures narrative or story structure and expository or informational structures
