teaching reading comprehension strategies

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This presentation has excellent information for teachers about how to actively teach and model comprehension strategies for students.


  • 1. Teaching ReadingComprehensionStrategiesby B. J. Zagorac, M.A.Ed.

2. Workshop Outline Anticipation Guide Introductions & Workshop Goals Presentation on TeachingComprehension Strategies Discussion Teacher Application ofStrategies Concluding Remarks & ReviewAnticipation Guide End-of-Workshop Survey 3. Anticipation Guide Please take a minute or so to fill outthe Anticipation Guide. We will reviewyour responses together at the end ofthe workshop to see how yourthinking has changed. 4. Major Goals of Workshop Learn and apply the 3 different types ofknowledge needed to teach readingcomprehension strategies. Learn specific information about 2 readingstrategies from Ellen Oliver Keenes 7Essential Reading Strategies. Learn and apply present research on teachingreading comprehension strategies to theclassroom setting. 5. The Need for Strategy Instruction Comprehension is at the heart of the entirereading process. Many children are unaware of how to usestrategies and apply them consistently duringreading. NAEP Data indicates that about 1/3 of fourthgraders read below even the basic level,which is defined as the ability to read andunderstand directions on homework( National Center for Education Statistics, 2012) 6. The 7 Key Comprehension Strategies Keene (2010) and McLaughlin (2012)recommend teaching these key strategies: Monitoring for meaning Using schema (backgroundknowledge/experiences) Making inferences Asking questions Creating images in the mind Determining importance Synthesizing information 7. 2 Strategies of Focus Asking Questions Good readers continuously ask themselvesquestions about what they are reading. Self-questioning sets a focus for certain conceptswithin the text and can even help readers monitortheir understanding. Creating Mental Images- Good readers create pictures in their minds basedon what their reading.- Images could include sense of sight, smell, taste,touch, and sound. 8. The 3 Types of Knowledge To effectively use a reading strategy, the readermust possess 3 distinct forms of knowledge(Almasi & Fullerton, 2012):1. Declarative Knowledge: Reader knows of the strategyand is able to describe it in the context of the readingtask.2. Procedural Knowledge: Reader knows how to performor use the reading strategy. This might involve certainsteps for using the strategy.3. Conditional Knowledge: Reader knows when and whyto use the strategy. This type of knowledge is very important as this is whenthe reader knows the strategy would be useful. Teacher modeling should be extensive in this area. 9. Strategies in Action Example from story book (Demonstration) I love You the Purplest by Barbara Joosse Creating Mental Images - use of sensory images tocreate a picture in the readers mind (pp. 3-4) Asking Questions using information in story to helpthe reader formulate a good question (pp. 13-14) Each reading strategy will be demonstrated with thetypes of knowledge a reader must have: declarative,procedural, and conditional.Important Note: Students may not be able to apply readingstrategies independently after only modeling for them a fewtimes. Multiple lessons modeling strategies are necessarywith most younger students. A gradual release ofresponsibility model is appropriate. 10. Think & Share Everyone will receive a childrens book with aspecific place marked with a recommendedreading strategy to use. Think about how you would teach that strategy toyour students using the 3 types of knowledge wediscussed. Feel free to jot down some notes for each type ofknowledge. Share your responses with the colleagues at yourtable. 11. Final Thoughts Review Anticipation Guide How has your thinking changed today? What new information will you take back toyour classroom? Questions from you? End-of-Workshop Survey Be sure to pick up the following itemsbefore you leave:Reading Comp Info Sheet Recommended Resources Sheet 12. Thank You forComing! 13. References Almasi, J. F., & Fullerton, S. K. (2012). Teachingstrategic processes in reading. New York, NY: TheGuilford Press. Keene, E. O. (2010). New horizons in comprehension.Educational Leadership, 67(6), 69-73. McLaughlin, M. (2012). Reading comprehension: Whatevery teacher needs to know. The Reading Teacher, 65,432-440. doi: 10.1002/TRTR.01064 Miller, D. (2013). Reading with meaning: Teachingcomprehension in the primary grades. Portland, ME:Stenhouse Publishers. National Center for Education Statistics. (2012). NAEPDate Explorer. Retrieved athttp://nces.ed.gov/nationsreportcard/naepdata/