Lecture 5: Reading Comprehension Flashcards
What is reading comprehension?
- construct meaning
- information on the printed page and the knowledge stored in the readers head
What are the three component’s of reading comprehension?
- reading
- talking
- explicit strategy instruction
How can we observe or assess comprehension?
Indirectly
How can we indirectly observe and assess the mental process of comprehension?
- Oral or written re-telling’s
- Informal Reading Inventories
- Answering questions
- Acting out stories through puppet play Readers’ Theatre
- Peer or self-assessments
What happens the more a child reads?
- the more reading comprehension should improve
What happens when reading is too hard?
frustration= not engaged and give up
What happens when reading is too easy?
bored= not engaged and give up
What two things help a child make connections when talking?
- discussion and converstations
To encourage talking, what should the CDA DO and NOT DO?
- to guide the talk
- limit WH and yes/no questions
- say, can you tell me more, examples
How do we work on explicit strategy instruction?
- Describe strategy (when to use it)
- Model the strategy
- Collaborative use of the strategy
- Lead guided practice
- Provide independent practice
Out of the three components, what’s the biggest peice of the pie?
reading
Whats the appropriate level for reading?
- when the child can decode 90-95% of the text
What are the 8 strategies for reading comprehension?
- Monitoring Comprehension
- Using Mental Imagery/Visualization
- Using Visual Representation of Text
- Using Prior Knowledge/Predicting
- Summarizing/Retelling
- Using Text Structure
- Generating Questions
- Answering Questions
- Monitoring Comprehension
What’s the point of teaching kids to self monitor? BE aware of…
- what they do understand
- what they do not understand
- use appropriate fix-up strategies to resolve the comprehension problems
What are clinks and clunks?
Clinks: 1 finger= i get it
Clunck: 2 fingers= i dont get it
- Using Mental Imagery/Visualization
What does this strategy help with?
- ability to create mental pictures of characters and scenes.
- greater recall
- Using Visual Representation of Text
Whats some examples of this?
- Graphic organizers
- Semantic maps
- Using Prior Knowledge/Predicting
How can CDAs facilitate using prior knowledge/predicting? (3)
- Previewing the text (pic walk)
- Make predictions
- Use graphic organizers
- Summarizing/Retelling
What is summarizing/Retelling? (4)
- determining the important information
- Connecting the main ideas
- Eliminating unnecessary information
- Remembering what they have read
(3 little pigs example)
- Using Text Structure
What are different ways to represent the text so it makes sense?
- Recognize the problem
- Compare and contrast
- Describe
- Sequence
- Cause and Effect
- Generating Questions
Why do kids have to learn how to generate questions?
- Clarify meaning
- Speculate about what might happen in the text
- Locate a specific answer in the text
- Connect to other texts and ideas
- Answering Questions
How does answering questions support reading comprehension?
- Gives purpose for reading.
- Focuses attention on what they learn
- Helps think actively
- Encourages students to monitor their comprehension.
- Review content and relate to current knowledge
