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Language, Culture, Diversity. The Reading Process. The Reading Process. Cognitive Science - reader ’ s prior knowledge - reader ’ s interest and memory Example: Agree Disagree 1.Bees sting _____ _____ 2.Earth is flat _____ _____ 3.Tarantulas are _____ _____ Deadly.
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Language, Culture, Diversity The Reading Process
The Reading Process • Cognitive Science - reader’s prior knowledge - reader’s interest and memory • Example: Agree Disagree 1.Bees sting _____ _____ 2.Earth is flat _____ _____ 3.Tarantulas are _____ _____ Deadly
A Definition of Learning • “Learning is adaptive reorganization in a complex system” (Hutchins, 2000, p. 289) • Accommodation vs. Assimilation
Linguistics • Cue Systems: • 1. Graphophonic • 2. Syntactic • 3. Semantic • Examples: • 1. “ono” • 2. The dog ______ the cat up a tree. • 3. The large cat was donated to the zoo.
Decoding • Context • Morphemic Analysis • Phonics • Examples: • Top down decoding
Reader in Control-Context • Once upon a time___there were three little___who went out into the___big world to build___homes and seek their___.
Morphemic Analysis • Semihemidemipedalist Example: Woody Allan would not be called a semihemidemipedalist!
Yuno-smaw-keed-time sooo-machmo-preedee-no-damounten wai-yu-fala-lai shcrape-damounten laidat wasetime cha-looook wansanset ha-yugoin-loook wasetime somach bealdeen yuteenk-yu mo-nacho eensai-da-box cha-loook-yu eensai Yunokan teenschrate weed-awdees conschrapshens hod fobreed yuno yunowai get-somanee axedent yu-mak-om ass-wai cha-lookyu eensai how-mach-peepos-now mabe-assa-chrabo mobeta-os-stop makeen-bebe bambai da-house-broke Chalookyu Eensai
Cha-loook-yu ousai da-turees de-wenfoget nokan-fine paradise ousai ousai-wea ousai yu howkan ere-teeng eensai ass-jalai srrrfeen-ah wen-yu get-wan goooood ride ass-leeveen ah Ass-wachu-col eensai yu-wenfoget-lov owat assakine-yuno wakine cha-loook-yu eensai Text in Control
Text Structure • Narration • Expository Structures & Signal Words • Cause-Effect • Comparison/Contrast • Time Order • Problem-Solution
Importance of Text Structures • Reading like a writer • Being able to comprehend diverse texts • Example: • Certain plants need an environment with constant, moderate temperature and high humidity or they will die. Consequently, a greenhouse is ideal for these plants.
When Text Structure Won’t Work Internet sites are organized by idiosyncratic design (vs. predictable text structures) • Guided Internet reading and searches: • Assume students will get lost • Start by scaffolding via WebQuests • See <http://webquest.sdsu.edu>
The SORT Strategy: Searching Online Reading Texts • Developing students’ successful independent Internet searches: • Step 1. Type your key word in to your search engine (Google, Bing etc.) e.g. Judge Roy Bean • Step 2. Skim your search results and eliminate unrelated sites • Step 3. Open the remaining sites and take notes (using your computer’s clipboard)
SORT Cont’d • Step 4. Bookmark each site you visit so you can backtrack if you need to • Step 5. Stop when the information at various sites starts to overlap • Detailed example at: • Walker, N. T., Bean, T. W., & Dillard, B. (2010). Whentextbooks fall short: New ways, new texts, new sources of information in the content areas. Portsmouth, NH: Heinemann.
Levels of Comprehension • Right on the page • Think and search • On your own • So what?
Lemming Passage Questions • How often does a mass lemming migration occur? (right on page) • What would you do if you lived in a nearby seaport town about to be overrun by lemmings? (on your own)
