Fostering Text Dependent Comprehension
8/4/15Fostering Text s eandcareerreadiness eptinatext Reviewtypesofinferences Learnhowtohelpstudentsmaketext- ‐basedinferences sincontentarealessons21
8/4/15Components of EffectiveComprehension sDonsMulD- phicOrganizers3Requirements of Text risingtemperaturesaroundtheworld. Doestheassignmentrequireyoutoreadthetext? own?42
8/4/15Goals of Text DependentComprehension Dves– Historicalperiod– SourceofscienDficinformaDon– Narratorofstory Movebeyondgeneralimpressionsorsurface- ‐levelfacts Usetextevidence5Turn and Talk opingstudents’readingcomprehensionability?63
8/4/15Structured Approach to AnalyzingMultiple Perspectives7Preparing the Guide IdenDfykeyconceptsorthemes Write 4anDcipatorystatementsasopinions cDvesTypicalA- ‐RGuideAllbacteriaareharmful.CCReadyA- eeofbacteriaaspossible.84
8/4/15PRACTICE WRITING STATEMENTS FORAN ANTICIPATION-REACTION GUIDEExplicit Instruction Teachermodeling GuidedpracDce IndependentpracDceShareanddiscussthinking5
8/4/15A-R Guide Before Reading Teachersteps:– Introducetopic– Explainpurposeofusingtheguide– Readeachstatement Teacherand/orstudents:Respondtostatements– Agree/disagree– ProvideraDonale11A-R Guide During Reading Readandre- ‐readsegmentsoftext Linkstatementstorelevanttextevidence– Howtolocateandrecord– Directquotesvs.paraphrasing126
8/4/15A-R Guides After Reading heldbeliefs? Providereasoning– RaDonalefrommulDplesources– Shareanddiscuss ecDves13Completed A-R Sample147
8/4/15Scaffolding ProvidesentencestemsforraDonale– hatideathat.– Iagree/disagreewithbecauseIlearnedthat.– Iagree/disagreewithbecausewhenI.– Onpageitsaysthat.Thismeans. befoundforeachstatement UsedifferentopDonsforresponding– Responsecards– Sharereasoningwithpartner– DebatesidesPlanning for Implementation sedescribedhere es:– Howoben?– Withwhatresources?– Professionallysupportedinwhatway(s)?168
8/4/15Text DependentComprehension:MAKING INFERENCESWhat am I? Livesinwinter Diesinsummer Growswithitsrootupward189
8/4/15The Importance of InferenceMaking roek,&McMaster,2014) lrepresentaDonofit(Kendeouetal.,2014)19Components of EffectiveComprehension sDonsMulD- phicOrganizers2010
8/4/15Types of Inferences by Theory Coherence(text- ‐connecDngorinter- ‐sentence) ElaboraDve(gap- ‐filling) Local– Coherence– Roleassignment– Antecedentcausal Global– Coherence– Theme On- ‐line Off- ‐line21Sample Types of Inferences by Task nConclusionEmoDonCausalconsequenceText- ‐to- ‐textText- ‐to- ‐background2211
8/4/15Skills Required to Make Inferences(Kispal, 2008) AcDvereading Zerotoleranceforinconsistency Backgroundknowledge– Breadthofknowledgeandexperiences– Vocabulary– CulturalinformaDon23What am I? kinandstealthegold.2412
8/4/15Text-dependent ingconnecDonsInference25Steps to Teaching How to MakeInferencesComponents Buildbackgroundknowledge ReadtextandnotegiveninformaDon cesExplicitInstruc2on Ido Wedo Youdo(Reed&Lynn,underreview)2613
8/4/15Step 1:Build Background Knowledge Supplyfactsandcontent Pre- ‐teachvocabulary Correctmisunderstandings27Step 2: Read Text and Note rell,20052814
8/4/15Step 3:Monitor Comprehension with makesmethinkthat ��erentbecause makesmethinkaboutwhenIreadbecause makesmepredictthatwillhappenbecause Ithinkthereasonhappenedwasbecause Ithinktheproblemofcouldbesolvedby Ithinkmadethepersonfeelbecause ormaDonwouldchangeby .Becauseandhappened,Ithinktheresultwillbe Ifweretohappentoday,Ithink ouldchangeby (Reed&Lynn,underreview)29Make 0053015
8/4/15Early Use: Correspondence ofInformation to Inferences(Reed&Lynn,underreview)31Research(Reed & Lynn, under review) 27middleschoolstudents– LearningstrategiesclassforLD– JuvenilejusDcefacility 3groups– Inferencealone– Inference individualgoalsepng– Inference groupgoalsepng 6lessons– 4- ‐6weeks– Pre- ‐/post- ‐test3216
8/4/15Did it work?(Reed & Lynn, under review) Significantimprovementacrossallgroups– Pre- ‐testaverage:50%– Post- ‐testaverage:83% Nosignificantdifferencebetweengroups– No“businessasusual”condiDon– Issueswithgoalsepng StudentreacDons– NeedforaffirmaDon– Transfertoothersepngs33Monitoring withSelf-Generated Questions Level1QuesDons:RightThere– nthetext Level2QuesDons:PupngitTogether– xt. Level3QuesDons:MakingConnecDons– 7
8/4/15Generating Questions:Modeling Phase IntroduceonequesDontypeataDme. ExplainthepurposeforgeneraDngquesDons– Helpyouunderstandwhatyouread– HelpyourememberimportantinformaDonaboutwhatyouread IntroducethequesDontype– ProvidesalientfeaturesofquesDon– enerating Questions:Modeling Phase continued uesDontype.– Readthepassagealoud.– Locaterelatedfacts/informaDon.– .– Showhowtousetext- 2006)18
8/4/15Generating “Putting it rectExamples Whyisitimportanttoprotectforests? out.IncorrectExamples Wheredotreerootsgrow? Whatisaforest? Howaretreesdifferentfromgrasses?Generating “Making CorrectExamples ersources? rolongedpavernofElNiño?IncorrectExamples Whatplantscanbeusedtomaketree- ‐freepaper? Whyistreebarkimportant? Whereisthelargestforestintheworld?19
8/4/15Generating Questions:Guided Practice berofeachquesDontype.– Readthepassagetogetheranddiscusswhatitisabout.– PupngitTogether: thetext. CombinethefactstomakeaquesDon. PutinformaDontogethertoanswerthequesDon.– MakingConnecDons: ad,studied,orexperienced. UsethestemstomakeaquesDon.– Howislike(similarto)?– Howisdifferentfrom?– Howisrelatedto? ntoanswerthequesDon.Generating Levels 1, 2, and 3Questions: Examples in Platform4020
8/4/15Using the Generated QuestionsAfter Reading Fosterdiscussion. erentiation:Scaffolds for Generating Questions yincreasethelength. secDon. erlined. pfulinmakingaconnecDontothepassage. orcorrecDvefeedback.(UTSystem&TEA,2009)21
8/4/15What am I? Youcouldn’tgiveittothemanwhomadeit. Themanwhoorderedithatedtoseeit. Themanwhouseditneverseteyesonit.43Planning for Implementation sedescribedhere es:– Howoben?– Withwhatresources?– Professionallysupportedinwhatway(s)?4422
A-R Guides After Reading lifying& previouslyheldbeliefs? Provide&reasoning& – Raonale&from&mulDple&sources& – Share∧&discuss& nave& orcompengperspecves 13 Completed A-R Sample 14
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Common Core and Literacy Strategies: English Language Arts Module 3 Reading: Fostering Deep Comprehension in the Classroom _ Fostering Deep Comprehension in the Classroom In the last module, you learned about the importance of text complexity in creating truly literate students who are ready to live and work in the 21st century. Critical to
that support comprehension. Fostering Comprehension of Multiple Texts Literary, informational, and persuasive texts don’t exist in a vacuum. They were written by someone for a particular purpose, at a specific time, for a designated audience. To understand a text is to know that these dimensions matter. History educator Wineburg (1991) refers to
reading comprehension and thus listening comprehension instructional activities can be used as a tool for improving reading comprehension (Hogan, Adlof, and Alonzo, 2014) . As early as 1969, researchers demonstrated that listening comprehension and reading comprehension are two separate co
affect reading comprehension Proficient comprehension of text is influenced by: Accurate and fluent word reading skills Oral language skills (vocabulary, linguistic comprehension) Extent of conceptual and factual knowledge Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.
comprehension (cited in Wharton-McDonald, R. & Swiger, S. 2009) * Taylor & Pearson (2002) report that even in exemplary classrooms, very little comprehension instruction takes place. (cited in Wharton-McDonald, R. & Swiger, S. 2009) * Comprehension is more than answering questions about a text. Comprehension involves Rich Talk [.
Reading Comprehension Task 15 mins. 4.Strategy Inventory for Reading Comprehension Accepting Ambiguity 10 mins. Local Strategies Global Strategies . A sample text selected from iBT TOEFL sample reading comprehension task ! 688 words consisting of 6 multiple-choice reading comprehension questions 2014. 4. 5.
view, shown in Figure 1, reading comprehension is the product of two primary factors: word recogni-tion, or the ability to translate printed text into pronounceable words, and linguistic comprehension, the ability to understand text if it is heard instead of read. Over time, linguistic comprehension has been
