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Comprehension Development

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  1. Comprehension Development Reading the word and the world-Freire & Macedo

  2. Defining Comprehension Think-pair-share: How do you define comprehension? • Think about it for a moment. • Share your thoughts with a peer. • Now, share your definition and your neighbor’s with the class.

  3. Critical Pedagogy, Literacy and Understanding • Reading does not consist merely of decoding the written word or language; rather, it is preceded by and intertwined with knowledge of the world. • Reading always involves critical perception, interpretation, and rewriting of what is read. (Freire & Macedo, 1987)

  4. Defining Reading Comprehension • Comprehension is a creative, multifaceted process in which students engage with the text (Tierney, 1990) • Comprehension is the process whereby the reader constructs meaning by interacting with the text (Anderson & Pearson, 1984)

  5. Theories about Comprehension • Behaviorist • Cognitive • Scheme • Reader Response • Critical Literacy • Sociocultural • Culturally Responsive Pedagogy

  6. Factors influencing comprehension-the reader • The reader- the background knowledge that readers bring to the reading process influences how they understand the text as well as the strategies they use while reading

  7. Factors influencing comprehension- text and purpose • The text being read- the author’s ideas, the words used to express those ideas, and how the ideas are organized and presented affect comprehension • Readers vary the way they read according to their purpose

  8. Subprocesses of Comprehension • Microprocesses focus on fluency, the ability to read quickly, smoothly, and with expression • Integrative processes deal with the semantic and syntactic connections and relationships among sentences

  9. Subprocesses of Comprehension • Macroprocesses relate to the big picture– the entire text • Components of macroprocesses • Recognizing the structure of text • Selecting the most important information to remember

  10. Subprocesses of Comprehension • Elaborative processes are used by students to activate their background knowledge and make connections with the text they are reading or listening to • 3 types of connections • Text-to-self • Text-to-world • Text-to-text

  11. Subprocesses of Comprehension • Metacognitive processes is students’ conscious awareness of their thinking • Elements of metacognitive processing • Awareness • Monitoring • Fix-up strategies

  12. Levels of Comprehension

  13. Basic Goals of Reading • To enable the learner to gain understanding of the world and of themselves • To develop appreciations and interests • To help the learner to find solutions to their personal and group problems • To develop strategies to support independent understanding and thinking

  14. Teachers’ Role • To support comprehension teachers need to: • Activate students’ prior knowledge • Guide students’ reading of a text • Foster active and engaged reading • Reinforce concepts gleaned from the text reading • Encourage careful/critical thinking • Pursue inquiry on different topics

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