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Reading Comprehension

Reading Comprehension. “Understanding reading comprehension is a journey of understanding the human mind.” Siegal. You already know a lot!. What is a RAC…really?

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Reading Comprehension

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  1. Reading Comprehension “Understanding reading comprehension is a journey of understanding the human mind.” Siegal

  2. You already know a lot! • What is a RAC…really? • Read and keep track on the side of some of the reading skills or processes that you use to read and comprehend this fascinating article about something that is more than its name.

  3. Comprehension-thinking about and responding to what you are reading is what it is all about. Comprehension is the reason and prime motivator for engaging in reading. Cunningham and Allington

  4. Historical Overview • Literacy Timeline Take notes on discoveries you make on our journey.

  5. What good readers do

  6. A Reader’s Tool BoxSkills, strategies and cognitive processes Card Sort • Activate prior knowledge • Make connections • Categorize • Select for importance

  7. Comprehension Processes

  8. Evidence based recommendations on best practices from the Dept. of Education http://dww.ed.gov/ Effective Strategies that Boost Reading Comprehension • Seven Powerful Strategies • Use Multiple Strategies at once • Integrate across curriculum • Recommendations • Ongoing assessment • Model of Instruction • demonstrate, explain, model, implement interaction • Choose texts carefully

  9. Model for instruction • Elaborate rich conversations • Gradual release of control

  10. Additional Considerations Process based Ability to interrelate processes Complex, flexible • Questioning the author Build motivation and engagement Assessment to reveal thinking Resources

  11. ComprehensionStrategies • Monitoring Comprehension • Metacognition • Graphic & Semantic Organizers • Answering Questions • Recognizing Story Structure • Generating Questions • Summarizing

  12. Tools for Direct and Explicit Instruction

  13. Assessment Best Practice Intentionality is Everything Consider the purpose of the assessment carefully Making thinking visible Retelling Fountas and Pinnel Benchmark Conferring http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

  14. Current Trends • Integrated, Inquiry-based • Intervention • Visual literacy • Hypertext literacy What trends have you noticed in your reading?

  15. Questions for Further Research • How do we promote independent thinking ? • How do we promote a more generative use of strategies? • What is the right mix of interventions for struggling readers? • How do we encourage and support engagement and motivation? • How do we support sustained, systemic improvement?

  16. Resources • Assessment • McKenna, Stahl. (2003) Assessment for reading instruction • Shea, M. (2006 ) Where’s the glitch?: How to use running records with older readers, Grades 5-8. Portsmouth, NH: Heinemann • Instructional Strategies • Beers, K. (2003) When kids can’t read: What teachers can do: A guide for Teachers 6-12. Portsmouth, NH: Heinemann. • Dorfman, Capelli. (200 ) Nonfiction Mentor Texts: Teaching Writing Through Children’s Literature, K-6. • Gallagher, K. (2004) Deeper reading: Comprehending challenging texts,4-12. Portland, ME: Stenhouse Publishers. • Gallagher, K. (2000) Reading Reasons: Motivational Mini Lessons for Middle and High School. Portland, ME: Stenhouse. • Harvey, S., Gouvis, A. Strategies that work 2: Teaching comprehension to enhance understanding. Portsmouth, NH: Heinemann. • McGregor, T. (2007) Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann. • Keene, E, Zimmermann, S. (1997) Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann. • Thinking Maps • http://www.thinkingmaps.com/products.php • Rene’s Comprehension Binder – Comprehension section • http://www.readinglady.com/ • Intervention • Beers, K. (2003) When kids can’t read: What teachers can do: A guide for Teachers 6-12. Portsmouth, NH: Heinemann. • Pinnel, G, Fountas, I. (2009) When readers struggle: teaching that works. Portsmouth, NH: Heinemann. • Shea, M. (2006 ) Where’s the glitch?: How to use running records with older readers, Grades 5-8. Portsmouth, NH: Heinemann • International Reading Association • Reading Teacher • http://readwritethink.org • Clearinghouse of what works • http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

  17. Summing up • Take five minutes to discuss, contemplate nd play with what has been covered today. • Create • Analogy • Visual • Song • You will not have to share if you don’t want to.

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