Comprehension Thinking Guided by Print

1. MSDE Office of Reading First 1 Comprehension � Thinking Guided by Print

2. MSDE Office of Reading First 2 Outcomes for this Session Participants will�

3. MSDE Office of Reading First 3 Why is Comprehension Important? The educational careers of 25 to 40 percent of American children are imperiled because they do not read well enough, quickly enough, or easily enough to ensure comprehension in their content courses in middle and secondary school. Why are so many students unable to read well enough to be successful? What important instructional processes are missing or implemented incorrectly? What changes must be established? According to the RAND Report of 2002, there is an increased need for a high degree of literacy but comprehension outcomes are not improving. Students in the U.S. are performing increasingly poorly in comparison with students in other countries as they encounter discipline-specific content and subject-matter learning. Why are so many students unable to read well enough to be successful? What important instructional processes are missing or implemented incorrectly? What changes must be established? According to the RAND Report of 2002, there is an increased need for a high degree of literacy but comprehension outcomes are not improving. Students in the U.S. are performing increasingly poorly in comparison with students in other countries as they encounter discipline-specific content and subject-matter learning.

4. MSDE Office of Reading First 4 What Does the Research Say? Reading Comprehension as a synthesis of complex skills cannot be understood without examining the critical role and importance of vocabulary instruction. Research in reading comprehension is a relatively recent focus. Teaching and employing comprehension strategies has increased to the point of prominence in reading research. The National Reading Panel, 2000 found that instruction of comprehension strategies improves the reading comprehension of children with a wide range of abilities. Research over the past 30 years has shown that instruction in text comprehension can help students understand what they read, remember what they read, and communicate with others about what they read. Since vocabulary carries the concepts, many children require explicit word recognition instruction integrated with rapid processing of words,�and strategies to improve comprehension. (Fletcher & Lyon, 1998) Research in reading comprehension is a relatively recent focus. Teaching and employing comprehension strategies has increased to the point of prominence in reading research. The National Reading Panel, 2000 found that instruction of comprehension strategies improves the reading comprehension of children with a wide range of abilities. Research over the past 30 years has shown that instruction in text comprehension can help students understand what they read, remember what they read, and communicate with others about what they read. Since vocabulary carries the concepts, many children require explicit word recognition instruction integrated with rapid processing of words,�and strategies to improve comprehension. (Fletcher & Lyon, 1998)

5. MSDE Office of Reading First 5 What Does the Research Say? Recent data clearly indicate that comprehension is dependent on active and thoughtful interaction between the text and the reader. (National Reading Panel, 2000) Once thought of as �decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking, and teaching. (Fielding & Pearson, 1994) Comprehension is not a passive but a reciprocal process during which the reader actively engages with the text, employing multiple strategies as a means of acquiring knowledge, enhancing understanding, and/or constructing meaning. NRP says �Reading comprehension strategies now occupy a central role in teaching readers how to maximize their understanding of what is read and in explaining the different strategies that enable readers to optimally understand text.� Comprehension is not a passive but a reciprocal process during which the reader actively engages with the text, employing multiple strategies as a means of acquiring knowledge, enhancing understanding, and/or constructing meaning. NRP says �Reading comprehension strategies now occupy a central role in teaching readers how to maximize their understanding of what is read and in explaining the different strategies that enable readers to optimally understand text.�

6. MSDE Office of Reading First 6 Text ComprehensionWhat is it? Definition - intentional thinking during which meaning is constructed through interactions between text and reader. Comprehension is the essence of reading; the ultimate goal. The content of meaning is influenced by the text and by the contribution of the reader�s prior knowledge and experience. Reading comprehension is the construction of the meaning of a written text through a reciprocal interchange of ideas between the reader and the message in a text. (Harris and Hodges, 1995). The task or purpose for reading, and the context of the reading also affect text comprehension. The context refers to the reader�s environment, not the context of the selection. If a student is surrounded by others who read, that student is more likely to read. Some students have difficulty comprehending because they cannot read the words accurately or efficiently, and others do not have good comprehension skills and strategies. Comprehension requires purposeful, thoughtful, and active interactions between the reader and the text. Comprehension is the essence of reading; the ultimate goal. The content of meaning is influenced by the text and by the contribution of the reader�s prior knowledge and experience. Reading comprehension is the construction of the meaning of a written text through a reciprocal interchange of ideas between the reader and the message in a text. (Harris and Hodges, 1995). The task or purpose for reading, and the context of the reading also affect text comprehension. The context refers to the reader�s environment, not the context of the selection. If a student is surrounded by others who read, that student is more likely to read. Some students have difficulty comprehending because they cannot read the words accurately or efficiently, and others do not have good comprehension skills and strategies. Comprehension requires purposeful, thoughtful, and active interactions between the reader and the text.

7. MSDE Office of Reading First 7 Text Comprehension Text comprehension can be improved by instruction that helps readers use specific comprehension strategies. Effective comprehension strategy instruction is explicit, or direct. Proficient readers: -activate background knowledge and make associations or connections with text -ask questions before, during, and after reading -verify or change predictions based on text/monitor their reading -read fluently and decode rapidly Proficient readers have a repertoire of strategies to use for comprehension Proficient readers: -activate background knowledge and make associations or connections with text -ask questions before, during, and after reading -verify or change predictions based on text/monitor their reading -read fluently and decode rapidly Proficient readers have a repertoire of strategies to use for comprehension

8. MSDE Office of Reading First 8 Text Comprehension Text comprehension is a thinking process using both metacognitive strategies and comprehension skills.

9. MSDE Office of Reading First 9 Metacognitive Strategies Strategies students use while they are reading that help them engage deeply in the meanings of a text.

10. MSDE Office of Reading First 10 Instruction of metacognitive strategies is a way for teachers to break through students� passivity and involve them in their own learning. 

11. MSDE Office of Reading First 11 Metacognitive strategies that need to be taught directly are: Story (Text) Structure and Mapping are content enhancements that help students understand the content and organization of stories (narratives) enabling students to answer questions and recall story information thus improving comprehension. Students learn to ask and answer who, what, when, where, and why questions about the plot, identify important characters, and events in the narrative. Question answering guides and monitors students� text comprehension by giving students a purpose for reading, focusing their attention and causing them to think actively as they read. Answers can be verified by the student locating information in the text that states or infers the answer. (SIP) Question generating actively involves students before, during, and after reading, benefits text comprehension, locating information to answer questions, and with the integration of ideas and concepts. By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Research shows that children who struggle as readers tend not to ask themselves questions at anytime as they read. Summarization, the ability to identify the most central and important ideas in text improves memory and the identification of ideas, leads to improved organizational skills, and helps students become more aware of text structures and how ideas in different texts are related. As stated in the NRP report, multiple strategy instruction represents an evolution in the field from the study of individual strategies to their flexible and multiple use. Students learn to use and coordinate more than one comprehension strategy in order to construct meaning while reading. Reciprocal teaching, a multiple strategy tool, is an effective method for training students to use variety comprehension strategies. The multiple strategy approach facilitates comprehension as evidenced by memory, summarizing, and identifying main ideas, and improves reading ability and academic achievement. Noted by the NRP as the most promising for use in classroom instruction where teachers and readers interact over texts and have learned to employ the strategies individually. For these strategies to be effective in improving students� text comprehension they must be explicitly taught, modeled, and practiced. Readers who are not explicitly taught these procedures are unlikely to learn, develop, or use them spontaneously. Story (Text) Structure and Mapping are content enhancements that help students understand the content and organization of stories (narratives) enabling students to answer questions and recall story information thus improving comprehension. Students learn to ask and answer who, what, when, where, and why questions about the plot, identify important characters, and events in the narrative. Question answering guides and monitors students� text comprehension by giving students a purpose for reading, focusing their attention and causing them to think actively as they read. Answers can be verified by the student locating information in the text that states or infers the answer. (SIP) Question generating actively involves students before, during, and after reading, benefits text comprehension, locating information to answer questions, and with the integration of ideas and concepts. By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Research shows that children who struggle as readers tend not to ask themselves questions at anytime as they read. Summarization, the ability to identify the most central and important ideas in text improves memory and the identification of ideas, leads to improved organizational skills, and helps students become more aware of text structures and how ideas in different texts are related. As stated in the NRP report, multiple strategy instruction represents an evolution in the field from the study of individual strategies to their flexible and multiple use. Students learn to use and coordinate more than one comprehension strategy in order to construct meaning while reading. Reciprocal teaching, a multiple strategy tool, is an effective method for training students to use variety comprehension strategies. The multiple strategy approach facilitates comprehension as evidenced by memory, summarizing, and identifying main ideas, and improves reading ability and academic achievement. Noted by the NRP as the most promising for use in classroom instruction where teachers and readers interact over texts and have learned to employ the strategies individually. For these strategies to be effective in improving students� text comprehension they must be explicitly taught, modeled, and practiced. Readers who are not explicitly taught these procedures are unlikely to learn, develop, or use them spontaneously.

12. MSDE Office of Reading First 12 An awareness and understanding of the reader�s own cognitive processes. 2. A teacher guiding the reader or modeling for the reader these strategies. The reader practicing these strategies with the teacher assisting until the reader achieves internalization and independent mastery. (National Reading Panel, 2000)

13. MSDE Office of Reading First 13 What Comprehension Instruction Looks Like Instruction is explicit setting a purpose for learning telling students what to do showing them how to do it guiding their hands-on application of the new learning

14. MSDE Office of Reading First 14 Three-Step Process Often the explicit instruction is referred to as the three-step process of: I do 2. We do 3. You do

15. MSDE Office of Reading First 15 What Comprehension Instruction Looks Like Scientifically-based research supports the use of: cooperative learning graphic and semantic organizers understanding story structure

16. MSDE Office of Reading First 16 Critical Elements in Comprehension Instruction of Both Skills and Strategies Bullet 1: Since comprehension has multiple dimensions, students need to be taught multiple strategies for approaching the material to access the meaning. Bullet 2: Strategies must be taught explicitly rather than assuming the students will incidentally figure out the strategy. Strategies must be explicitly explained, modeled, and practiced. Bullet 3: Comprehension is facilitated by teaching students how to approach text, what to do while they read, and what to do after they read. Comprehension instruction should include before, during, and after reading strategies. Bullet 4: Students need opportunities to practice and use the different comprehension strategies in multiple modes (i.e., oral, written) and across multiple examples.Bullet 1: Since comprehension has multiple dimensions, students need to be taught multiple strategies for approaching the material to access the meaning. Bullet 2: Strategies must be taught explicitly rather than assuming the students will incidentally figure out the strategy. Strategies must be explicitly explained, modeled, and practiced. Bullet 3: Comprehension is facilitated by teaching students how to approach text, what to do while they read, and what to do after they read. Comprehension instruction should include before, during, and after reading strategies. Bullet 4: Students need opportunities to practice and use the different comprehension strategies in multiple modes (i.e., oral, written) and across multiple examples.

17. MSDE Office of Reading First 17 Some comprehension skills that need to be taught directly are: Cause and effect Inferences Summarization Author�s viewpoint Identifying characters, setting, plot

18. MSDE Office of Reading First 18 Comprehension occurs: Before reading During reading After reading

19. MSDE Office of Reading First 19 �Before Reading�  Discuss key vocabulary K-W-L Preview, browse with a purpose Supply background Give personal connection to theme Use story structure chart to supply setting and characters Read once through without stopping

20. MSDE Office of Reading First 20 �During Reading�  Pose queries at critical junctures in text. Model the thoughts and questions of an inquiring reader by thinking aloud. Teach children to: a) ask for clarification, b) summarize, c) anticipate, and d) ask questions of the author as they read. Visualize or construct a mental image of settings, events, concepts.

21. MSDE Office of Reading First 21  �After Reading�  Complete an appropriate graphic organizer. Write a summary. Retell a narrative or sequence of events, with visual prompts available. Act out or illustrate the content. Respond to key questions in writing, then discuss with others. Extend to other projects, products.

22. MSDE Office of Reading First 22 Text comprehension is important because comprehension is the reason for reading. Text comprehension is purposeful and active. Text comprehension can be developed by teaching comprehension skills and metacognitive strategies. Text comprehension strategies can be taught through explicit instruction, cooperative learning, and by helping readers use strategies flexibly and in combination. As reported by the National Reading Panel, teachers help students by explaining fully what it is they are teaching: -what to do, - why, -how, and - when Teachers achieve this by: - modeling their own thinking processes - by encouraging students to ask questions and discuss possible answers - and by keeping students engaged in their reading; providing tasks that demand active involvement. As reported by the National Reading Panel, teachers help students by explaining fully what it is they are teaching: -what to do, - why, -how, and - when Teachers achieve this by: - modeling their own thinking processes - by encouraging students to ask questions and discuss possible answers - and by keeping students engaged in their reading; providing tasks that demand active involvement.

23. MSDE Office of Reading First 23 Want to Know More? Anderson, R.C., & Pearson, P.D. (1984). A Schema-Theoretic View of Basic Processes in Reading. In P.D. Pearson (Ed.), Handbook of Reading Research (pp. 255-291.) New York: Longman. Armbruster, B., Lehr, F. & Osborn, J. (2001). Put Reading first: the Research Building Blocks for Teaching children to Read: Kindergarten through Grade 3. Washington, DC: National Institute for Literacy. Baumann, J.F., Seifert-Kessell, N. & Jones, L.A. (1992). Effect of Think-Aloud Instruction on Elementary Students� Comprehension Monitoring Abilities. Journal of Reading Behavior, 24(2), 142-172. Beck, I.L., & McKeown, M.G. (`983). Learning Words Well- A Program to Enhance Vocabulary and Comprehension. The Reading Teachers, 36, 622-625. Durkin, D. (1993). Teaching Them to Read. (6th edition) Boston, MA: Allyn & Bacon. Farstrup, A., & Samuels, S. (2002). Evidence-based Reading Instruction: Putting the National Reading Panel Report into Practice. Newark, DE: International Reading Association. Fielding, Linda, & Pearson, P. David. (1994) �Reading Comprehension: What Works?� Educational Leadership 51, 5: 62-67.

24. MSDE Office of Reading First 24 Gersten, R., Fuchs, L.S., Williams, J.P., & Baker, S. (200`). Teaching Reading Comprehension Strategies to Students with Learning Disabilities: A Review of Research. Review of Educational Research, 71, 279-320. Good, R.H., Gruba, J., & Kaminski, R.A. (2001.) Best Practices in Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven Model. In A. Thomas 7 J. Grimes (Eds.), Best Practices in School Psychology IV (pp.679-700). Washington, DC: National Association of School Psychologists. Harvey, S., & Goudvis, A. (2002). Strategies that Work: Teaching Comprehension to Enhance Understanding. Portland, Maine: Stenhouse Publishers. Harvey, S., & Goudvis, A. (2002). Strategies that Work: Teaching Comprehension to Enhance Understanding and Engagement � 2nd Edition. Portland, Maine: Stenhouse Publishers. Keene, Ellin O., & Zimmermann, Susan. (2007.) Mosaic of Thought: The Power of Comprehension 2nd Edition. Portsmouth, NH: Heinemann. LINKS Project (2000). Comprehension: Participant�s & Facilitator�s Manual. Olympia, WA: Office of Superintendent of Public Instruction.

25. MSDE Office of Reading First 25 McKeown, M.G., Beck, I.L., Omanson, R.C., & Perfertti, C.A. (1983). The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A replication. Journal of Reading Behavior, 15(1), 3-18. Miller, Debbie (2002). Reading With Meaning. Portland, Maine: Stenhouse Publishers. Moats, L. (2004). LETRS: Language Essentials for Teachers of Reading and Spelling, Modules 1-9. Longmont, CIO: Sopris West. National Reading Panel (2000). Teaching Children to Read: An Evidenced-based Assessment of the Scientific Research Literature on reading and its Implications for reading Instruction: Reports of the Subgroups. Washington, DC: National Institute of Child Health and Human development. RAND Reading Study Group (2002). Reading for Understanding: Toward a Research and Development Program in Reading comprehension. http://www.rand.org/multi/achievemenforall/reading/readreport.html.com Rose, Mary (1998). Reading comprehension and Fluency. New York, NY: Scholastic. Shore, R. (19997). Rethinking the Brain: New Insights into Early Development. New York: Families and Work Institute. Snow, C.E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.