Module 3: Supporting Comprehension in Content Areas Flashcards
Unfamiliar or cognitively demanding subject matter
Activate prior knowledge, build new background knowledge through pre-teaching.
Context reduction
Use objects, images, demos, and other non-linguistic supports. Create a surrounding context that supports comprehension. Link words to surrounding context.
Language delivery
Orally, speed, volume, and tone are important. Intonation is the rhythm and stress patterns in speech. This affects what students pay attention to. Clear fonts, and teach conventions for emphasis in writing.
Pre-reading strategies
Excellent preparation and support when students need to understand something they are about to read.
Six sloppy speech habits
- Using non-words
- Up-talk
- Using grammatical errors
- Sloppy speech
- Speed talking
- Weak speak
Comprehension barriers (4)
Academic vocabulary, unfamiliar or cognitively demanding subject matter, context reduced subject matter, and language delivery
Top-down comprehension
Using prior knowledge and experiences to make sense of information.
Bottom-up comprehension
Involves decoding language bit by bit. Build up comprehension and understanding to make sense.
Before the lesson comprehension support
Prepares by giving the tools for understanding. Use top down for background knowledge and bottom up for language knowledge. This engages by stimulating interest and providing a purpose.
During lesson to support comprehension
Guides while in the processes of reading, listening, and viewing. Ensures students are active in their listening and reading or viewing.
After lesson supporting comprehension
Clarify and extend knowledge and understanding. Provide additional explanations. Extent in understanding means mobilizing new knowledge and putting it to use.
