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ECU Language + Learning Disabilities > Lecture 6 - Reading Comprehension
Assessment and Improving > Flashcards

Lecture 6 - Reading Comprehension
Assessment and Improving Flashcards

1
Q

What are Extrinsic Causes of reading disorders?

3

A

Minimal exposure to print

No instruction in how print works

Minimal opportunities to practice reading

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2
Q

What is Reading Comprehension?

A

What the reader knows and understands after reading a text.

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3
Q

Reading comprehension requires the reader to use __________ and ____________.

A

Cognitive processes

Knowledge resources

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4
Q

What does Reading Assessment gathers information about?

A

What a person retains after reading

Ask who? What? Why? Questions

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5
Q

What does Reading Intervention address?

A

Cognitive processes that occur during reading

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6
Q

What does Hyperlexic mean?

2

A

Good reading skills

Poor comprehension

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7
Q

What does Successful Reading Comprehension depends on?

3

A

Reader abilities

Text factors

Comprehension task that measures the process

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8
Q

Irwin defines Reading Comprehension as the process of using one’s own ________ (_________) and the ________ (_________) to infer the author’s _________.

A

Prior experiences (reader context)

Writer’s cues (text context)

Intended meaning

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9
Q

What does Irwin say that Reading Comprehension can involve?

4

A

Understanding and selectively recalling ideas in individual sentences (microprocesses)

Inferring relationships between clauses and/or sentences (integrative processes)

Organizing ideas around summarizing ideas (macroprocesses)

Making inferences not necessarily intended by the author (elaborative processes).

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10
Q

Irwin says that the processes in reading comprehension _________ (_________) and can be controlled and adjusted by the reader as required by the _________ (__________) and the total situation in which _________ (_________).

A

Work together (interactive hypothesis)

Reader’s goals (metacognitive processes)

Comprehension is taking place (situational context)

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11
Q

What are the components of reading comprehension?

10

A

Understanding print

Gaining new information from text

Understanding the genre of the text

Establishing a reciprocal relationship between the author and the reader

Integrating background information from the text

Taking the author’s perspective

Deriving the main idea from the text

Understanding which details support the topic and genre.

The ability to read various genres in varying but effective ways.

Reading to learn

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12
Q

What influences a reader’s comprehension?

4

A

Fluent Decoding and Language knowledge

Reader’s background knowledge of text

Reader’s inference abilities

Motivation to read

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13
Q

How do poor readers differ from good readers in inference abilities?

A

Poor readers have difficulty if can’t find the in text

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14
Q

What happens if boys are more motivated when reading?

A

They have more accuracy

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15
Q

What Text Factors can influence reading comprehension?

5

A

Readability and clarity of writing

Text structure/genre

Font size and type

Layout of text

Use of graphics/pictures

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16
Q

Snow, 2010 stated that it is a struggle to know where ___________.

A

Reading comprehension begins and ends

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17
Q

Are there levels of comprehension?

A

Yes

18
Q

What are the four levels of Snow’s Model of Comprehension?

A

Word-level reading

Core Comprehension

Elaborated comprehension

Deeper Understanding

19
Q

What is Word-Level Reading in Snow’s Model of Comprehension?

A

Decoding words

20
Q

What is Core Comprehension in Snow’s Model of Comprehension?

3

A

Text memory

Making text based inferences

Linking text to world knowledge

21
Q

What is Elaborated Comprehension in Snow’s Model of Comprehension?

(2)

A

Learning from reading

Broader concepts

(Our clients have trouble reaching this stage)

22
Q

What is Deeper Understanding in Snow’s Model of Comprehension?

(2)

A

Taking the author’s perspective

Critical views of text

(Our clients have trouble reaching this stage)

23
Q

What do we need to learn when assessing Reading Comprehension?

(7)

A

Decoding accuracy and fluency (how many right + how long to read)

How reader relates text to known information

Recall, paraphrase, give summary of texts

Use inference to interpret text

Construct interpretations,

Self-Determine when comprehending or not

Select and use appropriate strategies when not comprehending

(p. 151)

24
Q

What is the purpose of Reading Assessment?

A

To plan instruction to help students read and learn

25
Q

Why is the Implementation of Reading Comprehension strategies difficult?

A

Teachers ask factual questions (e.g., people, dates) more than inferential questions (e.g., how, why) (Guszak, 1967)

(When was the Declaration of Independence signed? => Why was the Declaration of Independence written? => What impact did the Declaration of Independence have on the people of the United States?)

26
Q

What are the type of Reading Comprehension Questions Types?

2

A

Text-related questions

Beyond-text related questions

27
Q

What are Text-Related Questions?

A

Ones that assess comprehension of the passage as a whole

(Charlotte’s Web => What is a runt? => How did Fern feel when she found out what her father was going to do with the pig?)

28
Q

What are Beyond-Text Related Questions?

A

May question the author’s attempt to related text to personal experiences

(What made the book interesting?)

29
Q

What is the importance in questioning the author for reading comprehension?

(2)

A

Encourages the reader to think about the author’s perspective
(What is the author trying to say? Did the author explain this clearly?)

This has been found to help children to think and explain texts using important information

30
Q

What two types of measures can SLPs use to assess reading comprehension?

A

Standardized Tests

Informal Reading Measures

31
Q

What Standardized Tests can SLPS use to assess reading comprehension?

(5)

A

Woodcock Reading Mastery Test- III

Speed and Capacity of Language Processing

Gray Oral Reading Test - 5

Test of Adolescent and Adult Language-4

Test of Reading Comprehension-4

32
Q

What Informal Reading Measures can SLPS use to assess reading comprehension?

(2)

A

Informal Reading Inventory

Qualitative Reading Inventory

33
Q

What is reading instruction influenced by?

1+3

A

The professional’s

  • Background
  • Instructional experience
  • Age and ability of students
34
Q

What do SLPs usually target when addressing reading comprehension?

A

Language aspects of comprehension

35
Q

What are seven comprehension strategies for teaching reading comprehension?

A

Comprehension Monitoring

Cooperative Learning

Graphic Organizers

Self-questioning

Story Structure analysis

Summarizing

Answering Questions

36
Q

What is purpose behind Concept Oriented Reading Instruction (CORI)?

(Guthrie et al., 2004; 2008)

A

Motivating students to read and understand texts fully and process information deeply.

37
Q

What is Concept Oriented Reading Instruction (CORI)?

Guthrie et al., 2004; 2008

A

“Choice” – students choose texts, responses, partners for collaboration.

38
Q

What are the obstacles to implementing Concept Oriented Reading Instruction (CORI)?

(2)

A

Professional limitations

Territorial

39
Q

What are seven Additional Remediation Comprehension Strategies

A

Think aloud

Graphic organizers/webbing

Summarizing

SQ3R (Survey, Question, Read, Recite, Review)

QAR (Question – Answer Relationships)

Directed reading activity, directed reading/thinking activity

Extending concepts through language activities

40
Q

What is SQ3R?

5

A

Survey

Question

Read

Recite

Review

41
Q

What is QAR?

A

Question – Answer Relationships

42
Q

What are two examples of Extending Concepts through language activities?

A

PreP Technique

ReQuest

ECU Language + Learning Disabilities (11 decks)

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