RC/Writing Flashcards
Two “kinds” of comprehension
Literal comprehension
Inferential comprehension
Literal comprehension definition
Recall of text material
Inferential comprehension definition
Inference from text material
Which “kind” of comprehension is easier to define and therefore, apply and measure?
Literal comprehension
Narrative text definition
The what, when, why how, predictions for future actions, meaning/moral of the story
Expository text definition
Critical facts and knowledge related to the subject - picking out key material to understand the concept
Is RC an intact skill? (Yes/No – Why?)
No, it is a terminal of a long skill chain years in development. In other words, RC is primarily result of acquisition of other skills.
Adding instruction on RC typically has little effect on _____ measures
distal
McKeown et al. (2009) findings
Greater effects for teaching content than comprehension skills on comprehension
The correlation between RC & fluency is ______, especially at younger grades
high (.70)
Across standardized tests, ____ is the superior predictor of criterion pass rates
Fluency
Knight-Teague et al., 2014 findings
90-95% of RC issues are likely fluency issues
Comprehension interventions _____ ______ occur if fluency is low
SHOULD NOT
Pre-reading vocabulary
Test and review key vocabulary related to story comprehension
What should you do if competing causes have been ruled out or nature of RC problem is that we don’t have time to resolve it?
Teach self-monitoring strategies
Self-monitoring strategies direct the reader:
where to pay attention
when to reread and ask for help
how to organize/memorize information needed later
Howell (2000) five areas for RC assessment
Monitoring meaning, selective attention to text, adjustment for task difficulty, connection to prior knowledge and clarifies when needed
How to generate hypotheses for reading comprehension issues?
Curriculum, RIOT, and use CBA to generate hypothesis, consider how to intend to monitor comprehension
Monitoring Meaning
Student self-monitor their own meaning of the text?
Narrative make sense when asked to recall passage meaning?
Can student predict future events based on passage?
Selective Attention to Text
Identify critical elements?
Connect novel information to prior learned information?
If directed to elements, does comprehension improve? (pre-highlighting key facts)
Adjusts for Text Difficulty
Does the student adjust reading speed, given difficulty of the text?
Does the student reread difficult situations?
Connection with Prior Knowledge
Does the student have accurate knowledge from prior lessons to understand the text?
Does the student attempt to connect/recall this information?
Clarifies When Needed
Does the student know to clarify areas of confusion?
Does the student return to prior information to understand new information?
Does the student ask for assistance strategically?
Howell (2000)’s five areas for RC assessment can be tested using ______ ________ ______ ________
brief functional behavior analysis
