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ReadingComprehensionEllen M. Hill, M.Ed.Fellow, AOGPEDirector of Community EngagementThe Schenck School and The Dyslexia Resource

Today What is Reading Comprehension?Current thoughts by prominent researchersand what we should be considering .Best Strategies for Teaching and Helping asParentsHelpful Resources

What is ReadingComprehension?What are currentresearchers in ourfield saying?

ReadingComprehensionDefinitionsComprehension is the ability to understand and gainmeaning from text.WikipediaReading comprehension is the ability to process text,understand its meaning, and to integrate with what thereader already knows.Reading RocketsIn 2002, the RAND Report on Reading forUnderstanding defined the term “readingcomprehension” as the process of simultaneouslyextracting and constructing meaning throughinteraction and involvement with written language. Weuse the words extracting and constructing to emphasizeboth the importance and the insufficiency of the text asa determinant of reading comprehension.

National Reading Report 2000“.identify key skills and methods central to readingachievement.”1.2.3.4.5.Phonemic AwarenessPhonicsFluencyVocabularyText ComprehensionThe Panel also found that reading comprehension of text is best facilitated byteaching students a variety of techniques and systematic strategies to assist in recallof information, question generation, and summarizing of information. The Panelalso found that teachers must be provided with appropriate and intensive training toensure that they know when and how to teach specific strategies.

Hugh W. Catts, PhDCollege of Communication & Information at Florida State University Reading Comprehension is not a Single Ability Schools have dramatically reduced time spent teaching subject matterslike science and social studies in lieu of generic reading comprehensioninstruction Skills may help but knowledge is the building block of more knowledge We don’t have a reading crisis, we have a knowledge crisis.http://www.knowledgematterscampaign.org/ Given different combinations of text and activity, the best reader can beexpected to perform quite poorly and the poorest reader quite well Because of the interactive nature of the process, we are unable toreduce Reading Comprehension performance down to a single score It’s not a single thing

Hugh W. Catts, PhDJournal of Learning Disabilities March/April 2014 JM Keenan, CM Language and Reading Research . Catts says implications of this research are: Stop measuring comprehension as if it is a single thing Stop relying on “Reading Comprehension tests” to judge student orschool achievement Accept the multidimensional nature of reading comprehension andexamine more specific educationally-relevant activities involvingcomprehension

Steve Dykstra, PhDClinical Psychologist, MilwaukeeSubject: [SPELLTalk] Updating the NRPAfter some thought I’d like to say the NRP list of the big 5 should beupdated. Comprehension should be removed and replaced with background knowledge andmeta-cognitive skills, creating a big 6. Comprehension is then the result of the big 6.As it stands now comprehension is essentially listed as contributing to comprehension, asboth a variable in the equation and the final result of the equation.Sorry to get mathy but P Pa F V C C doesn’t work. Put any function you want betweenthe variables, multiply, divide, etc. It’s a confusing and misleading equation no matter howyou write it. A function that includes comprehension as a variable results in comprehension?Huh? That only works if the other variables contribute nothing.Comprehension is not one of the big 5. It is the result of the big 6. We try to improvecomprehension by teaching one of the big 6, like a company tries to improve the bottom lineby working on one of the many variables that influence it.Discuss.Steve Dykstra, PhDSteven Dykstra is a psychologist, advocate, and troublemaker in the reading world. While he may be best known for hiscomments on SpellTalk and in other forums, he has worked with the most severely traumatized and mentally ill children formore than 25 years. His passion for reading comes from the recognition that the thousands of children he has served oftenpay the highest price for our failures and mistakes.

Daniel Willingham, PhD.Psychology Professor at University of Virginia“Reading tests are knowledge tests in disguise”Article: How to Get Your Mind to ReadThe New York Times, Nov. 17, day/how-to-get-your-mind-to-read.htmlScores for high school seniors on the National Assessment of Education Progressreading test haven’t improved in 30 years.Many of these poor readers can sound out words from print, so in that sense, theycan read. Yet they are functionally illiterate — they comprehend very little of whatthey can sound out. So what does comprehension require? Broad vocabulary,obviously. Equally important, but more subtle, is the role played by factualknowledge.All prose has factual gaps that must be filled by the reader.Watch thisvideo!Teaching Content IS Teaching Readinghttps://www.youtube.com/watch?v RiP-ijdxqEc

IDAPerspectivesSpring 2016 Reading Comprehension Developmentand Difficulties: An Overview by Kate Cain Assessing the Assessments: ReadingComprehension Tests by Janice M. Keenan Reading Comprehension and ExecutiveFunction: Neurobiological Findings by Jonathan Scheff, Neena Hudson, Mary Tarsha, and Laurie E.Cutting Supporting Reading ComprehensionDevelopment: From Research to Practice by Jane Oakhill and Kate Cain

Janice Keenan, PhDUniversity of Denver Assessing the Assessments:Reading Comprehension Testsby Janice M. KeenanFailure to recognize the role of background knowledge toreading comprehension performance can result in childrenbeing labeled as poor comprehenders when in fact theironly deficit may be the knowledge required to understandthe topic.We hope that this knowledge will lead to improvedselection of tests for assessment, nuancedinterpretation of tests scores, and guidance for development offuture tests so that they can better assess the integration of ideasinvolved in comprehension, while recognizing the role of thecomprehender’s prior knowledge.

Jane Oakhill, DPhilUniversity of Sussex, UKKate Cain, DPhilLancaster University, UKSupporting Reading Comprehension Development:From Research to PracticeOur understanding of how best to teach the skills to support successfulreading comprehension development and how best to intervene to mitigate theconsequences of reading comprehension failure is less advanced. (than systematicphonics instruction) We believe that we now have the research base to properlyinform such teaching and intervention and in this article we suggest critical skillsthat should form the core of both literacy curricula and interventions tosupport poor reading comprehension.Teaching and encouraging children to reflect on the content of the text andtheir understanding of that content, and to be aware of the adequacy of theirunderstanding, seems an essential step.In order to teach with confidence and flexibility, and to be able to adapt methods toany text in any genre (and, indeed, to texts in other subjectareas), teachers need to understand why particular skills and strategiesare important.

Margie B. Gillis, EdDLiteracy How & Haskins Laboratories, New Haven, be83e2179ba69f4915Literacy How: Vol. 6, No. 16 November 2018Using Writing to Develop Reading Comprehension with Beginning Readers*The Simple View of Reading (RC D x LC), tells us that Reading Comprehension(RC) is the product of Decoding (D) and Listening/Language Comprehension (LC).Research also indicates that knowledge learning should start early (Elleman andCompton, 2017). Building a store of content knowledge works like compound interest.It grows exponentially. For that reason, the earlier that students add to their databaseof knowledge the 2bc2aed3902357cdcc2ada7Literacy How: Vol. 7, No.3 February 2019Ending the Reading Wars(Article she wrote after Dr. Nadine Gaab shared her article on The Reading Wars )Text comprehension is far more than understanding individual words. It is theoutcome of complex and multifaceted processes.Higher reading comprehension is also associated with higher levels of relevantbackground knowledge. Like vocabulary, it contributes to meaning activation andinference generation. Executive functions, such as working memory, can also impactcomprehension.www.literacyhow.com/

-d-hirsch-jr/Core Knowledge FoundationChildren can be taught to read—to decode words—but teaching them to comprehend all but thesimplest text requires a shared body of knowledge between writer and reader. ED. HirschAs for the conventional wisdom about him, Hirsch is surely happy to know it’s now seen aswrong. “It turns out,” says Kati Haycock of the advocacy group The Education Trust, “that Hirschis not a defender of the Dead White Guys but poor kids, all along.”Politico Magazine S/O Y199920072016

The image originally appeared in the following publication: Scarborough, H. S. (2001). Connecting earlylanguage and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.),Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press.

The Simple View of ReadingGough and Tunmer 1986This is a formula based on the widely accepted view that reading has two basiccomponents: word recognition (decoding) and comprehension. The Simple Viewformula has been supported and validated by a number of research studies.Understanding the formula can help educators with assessing reading weaknessesand providing appropriate instruction.The Simple View formula presented by Gough and Tunmer in 1986 is:Decoding (D) x Language Comprehension (LC) Reading Comprehension(RC)DXLC RCAccording to the Simple View of Reading, poor reading comprehension can arisewith difficulties with word recognition, listening/language comprehension or both.

Graphic Found on Orton Gillingham Online Academy

What are some ofthe best teachingstrategies?How can I help asa parent?

Hugh Catts, PhD FSU Interventions should include the specific strategies and knowledgenecessary to successfully complete a task-test scenario Look for transfer to other texts or similar tasks Schools have dramatically reduced time spent teaching subjectmatters like science and social studies in lieu of generic readingcomprehension instruction Teach strategies like “finding the main idea” or “summarization.” Students do read subject matter material within ReadingComprehension lessons – but it is one subject one day and anotherthe next – no time to build knowledge Skills may help but knowledge is the building block of ourmental models

Hugh Catts Another plug for Teaching Knowledge .Teaching Knowledge. Provides the reader with guidelines by which to search and organize informationin the textProvides a mental space to put new informationAllows for inference making to fill in the gaps in the textProvides a means for remembering what has been readCan be especially beneficial to struggling readersComprehension monitoring Prediction Find the main idea Summarizing Paraphrasing Generating questions Inferencing Visualize Graphic organizerThe Reading Like a Historian curriculum engages students in historical inquiry. Eachlesson revolves around a central historical question and features a set of primarydocuments designed for groups of students with a range of reading skills.https://sheg.stanford.edu/history-lessons

From Joe Torgeson. PhDFlorida Center for Reading ResearchConcept Oriented Reading InstructionCORIThe Goal: Create a method of improving literacy skills that ishighly engaging and effective in establishing use ofcomprehension strategies to increase reading comprehensionPremise: “motivated students usually want to understand textcontent fully and therefore, process information deeply. As theyread frequently with these cognitive purposes, motivatedstudents gain in reading comprehension proficiency.”Dr. Joe TorgesenFlorida Center for Reading ResearchCore Reading Conference Presentation

Four principles for creating engaged readers: When content goals are prominent in reading, students focus ongaining meaning, building knowledge, and understanding deeply,rather than on skills and rewards on skills and rewards meaningful conceptual content in reading instructionincreases motivation for reading and text comprehension Affording students choices of texts, responses, or partners duringinstruction. Choice leads to ownership and higher motivation Have an abundance of interesting texts available at the rightreading level for every student. Students more readily read textthey can read fluently. Allow students the opportunity to work collaboratively withample opportunities for discussion, question, and sharing.Dr. Joe TorgesenFlorida Center for Reading ResearchCore Reading Conference Presentation

Daniel Willingham, PhDUVA Teaching reading strategies is a low-cost way to give developingreaders a boost, but it should be a small part of a teacher’s job.Acquiring a broad vocabulary and a rich base of backgroundknowledge will yield more substantial and longer-term benefits. Decrease the time spent on literacy instruction in early grades.Third-graders spend 56 percent of their time on literacy activitiesbut 6 percent each on science and social studies. (Note: Don’tfreak out - if schools were doing it correctly, they wouldn’t need56% of the day on “literacy”) Understanding the importance of knowledge to reading ought tomake us think differently about year-end standardized tests.

Daniel Willingham, PhD UVAThe systematic building of knowledge must be a priority in curriculum design. The Common Core Standards for reading specify nearly nothing by way of contentthat children are supposed to know — the document valorizes reading skills. Stateofficials should go beyond the Common Core Standards by writing content-richgrade-level standards and supporting district personnel in writing curriculums tohelp students meet the standards. That’s what Massachusetts did in the 1990s to become the nation’s educationleader. Louisiana has recently taken this approach, and early results are encouraging.Louisiana believes .Dept of Education innovative-assessmentLink to this riodicals/CogSci.pdf

Jane Oakhill, DPhilKate Cain, DPhilUniversity of Sussex, UKLancaster University, UKSupporting Reading Comprehension Development:From Research to PracticeThe Article Explores the relevance of: Teaching Specific Vocabulary word Teaching Children to acquire new vocabulary Sentence Level Understanding: Teaching GrammarAnd Higher Level Language Skills: Inference Making Comprehension Monitoring Knowledge and Use of Text Structure Multi-strategy Teaching Mental Model through Imagery

Margie B. Gillis, EdDLiteracy How & Haskins Laboratories, New Haven, CT Explicitly teach tech structure Teach inferencing Teach students to answer and generate questions, giving ampleopportunities to engage in discussions relating to the meaning of text Teach strategies including comprehension monitoring summarizing Provide frequent opportunities for student practice with feedbackwww.literacyhow.com/

Reid Lyon, PhDwww.reidlyon.comIDA Branch Conference 2009Reading Comprehension Non-NegotiablesA student must be able to read correctly, approximately 95% of thewords accurately in tet to comprehend what is read.MOREOVER, to comprehend, a student must know the meaning of90 to 95% of the words being read.In other words, a student’s reading comprehension depends on:How well they read the words on the pageHow much knowledge they have, and how well they think.How motivated they are to do “the work” of comprehensionPresentation at the IDA Annual Branch Conference 2009

Be diagnostic and prescriptive!Consider these things to make sure the student/child is thinkingcritically:Hmmm . CognitionSelf RegulationAbility to Attend and FocusBackground KnowledgeHow is the student’s Working Memory?(some of the Executive Functioning pieces play a huge role)Also the text characteristics: Topic Vocabulary Text Structure

Be diagnostic and prescriptive!Standard of Coherence plays an important role: How interested is the child in the topic? Does the student know that he can read it quickly ----just to getthe gist OR is this something he must intently read for deepercomprehension? Are they able to make a mental representation that emerges as theyread? Can they add semantic relations between the text and theirbackground knowledge? Is the child fatigued? Are there other distractions?“The Standard of Coherence” or “the types and strengths of coherence” the reader aims to maintain during reading”(van den Broek, Bohn-Gettler, Kendeou, Carlson, & White, 2011,

Consider all the different components that make up Reading Comprehension: VocabularySyntaxDiscourse ension SightWordsDecodingPhonologic-alAwareness WorkingMemory

When doing error analysis, Askthese questions. Is the student able to orally retell the story? Can the student answer lower level questions but not higherlevel? Can the student identify the main idea or identify details? onlyin shorter texts or longer texts too? Can the student perform much higher when the text is readaloud? Can the student perform much higher when just the questionsare read aloud?

You want to have students/childrenQuestioning, Understanding and Summarizing what they’ve read Questioning: Who What? When? How? What is your opinion?What is your prediction? Visualizing: I imagine, In my mind Isee . Making Connections: What does this remind you of? Howis this similar to .? (text to text; text to self; text to world) Understanding/Managing Text: discuss cause and effect;discuss story elements like the problem/solution or the sequenceof the story; compare and contrast; taking a stance!.do you agreeor disagree; talk about vocabulary in the story orexpressions/idioms; KWL charts (I Know, Want to Know, ILearned) Summarize: What was the main idea? retell the story . Whatwas the plot? Can you find the topic sentence?Somebody/Wanted /But/So .What was the moral? The author is trying to tell me .Use: Graphic Organizers, Illustrations, Charts,Discussions, and WRITING, etc!

Comprehension Instructional Routines FCRRKindergarten and 1st GradeSecond Grade and aboveSequence Events in a TextIdentify Story GrammarCompare and ContrastAnswer and ASk Explicit QuestionsCause and EffectIdentify Main IdeaAuthor’s PurposeAnswering Higher Level QuestionsMaking InferencesSequence Events in a StoryRetell and SummarizeIdentify Details to Support AnswersAn Amazing website! Florida Center for Reading Researchwww.fcrr.org Go to “Resources .then Empowering teachers”

Parents: READ, READ, READ!Read to your children for as long as you can! OR Listen to books together!Balance Reading: Explain how Reading is always a three part process!1.2.3.Reading Easier books for FluencyReading more difficult books and having some accountabilityListening to more difficult books (live or on audio!)Do all the “Before/During/After Reading” Tasks:Questioning. Understanding/Managing, and Summarizing Texts:ASK:1. What is interfering with my

Comprehension is the ability to understand and gain meaning from text. Wikipedia Reading comprehension is the ability to process text, . Florida Center for Reading Research Core Reading Conference Presentation. Four principles for creating engaged readers: When content goals are prominent in reading, students focus on .

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