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Reading comprehension

Reading comprehension. Reading Comprehension. What is it? As the graphic suggests, is it simply a matter of being passive and taking in new information?. Reading Big 6. Oral language Phonological (sound) awareness Phonics (sound-letter) and word knowledge Vocabulary

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Reading comprehension

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  1. Reading comprehension Literacy SecretariatLiteracy is everyone’s business

  2. Reading Comprehension What is it? As the graphic suggests, is it simply a matter of being passive and taking in new information? Literacy SecretariatLiteracy is everyone’s business

  3. Reading Big 6 • Oral language • Phonological (sound) awareness • Phonics (sound-letter) and word knowledge • Vocabulary • Fluency (“reading to learn” rather than “learning to read”) • Comprehension Literacy SecretariatLiteracy is everyone’s business

  4. Reading Big 6 Literacy SecretariatLiteracy is everyone’s business

  5. Four Resources Model • Code breaker (sound symbol relationship, alphabetic awareness, directionality) • Text participant (background knowledge, meaning making, personal response) • Text user (reading for work, pleasure or study) • Text Analyst (critical reading) Literacy SecretariatLiteracy is everyone’s business

  6. Levels of Comprehension Literal • finding (F) – answer is clearly stated in one place • connecting (C) – parts of the answer are clearly stated in different parts of the text Inferential • adding to (AT) – the answer is implied and reader uses clues to figure out the answer • going beyond (GB) – reader uses prior knowledge to come up with an answer Literacy SecretariatLiteracy is everyone’s business

  7. Yummy! Jackie May Tim Wendy Kathryn loves her chocolate edible coins. Like Tom, which other children have chocolate? Kathryn Tom Wayne, Alice and a special friend Literacy SecretariatLiteracy is everyone’s business

  8. Yummy! Jackie May Tim (F) Wendy (AT) Kathryn loves her chocolate edible coins. Like Tom, which other children have chocolate? Kathryn (C) Tom Wayne, Alice (GB) and a special friend Literacy SecretariatLiteracy is everyone’s business

  9. Like Tom, which other children have chocolate? Tom and his twin, Tim, were eating blocks of chocolate while their sister Jackie read a book. Wendy licked her sticky brown fingers of the remains of the delicious treat, but May’s hands were just covered in colourful paint. Kathryn loves edible gold “coins”. She preferred these to all other types of chocolates. She sat happily in front of a huge pile of them. Meanwhile, Wayne and Alice were having an enjoyable and successful Easter egg hunt. Literacy SecretariatLiteracy is everyone’s business

  10. Like Tom, which other children have chocolate? Has the extra sentence about Jackie changed your answer? If so, why? What level of comprehension is required? Tom and his twin, Tim, were eating blocks of chocolate while their sister Jackie read a book. It was an Advent calendar. Wendy licked her sticky brown fingers of the remains of the delicious treat, but May’s hands were just covered in colourful paint. Kathryn loves edible gold “coins”. She preferred these to all other types of chocolates. She sat happily in front of a huge pile of them. Meanwhile, Wayne and Alice were having an enjoyable and successful Easter egg hunt. Literacy SecretariatLiteracy is everyone’s business

  11. Pre, during and post Reading Pre reading • Activate prior knowledge • Clarify new vocabulary • Preview texts • Set a purpose Literacy SecretariatLiteracy is everyone’s business

  12. Pre, during and post Reading During reading • Monitor understanding • Adjust misunderstanding • Revise predictions • Problem solve for new vocabulary (e.g. look for root word, use context, read on) Literacy SecretariatLiteracy is everyone’s business

  13. Pre, during and post Reading Post reading • Identify information • Extract information • Recall information • Reflect upon information • Transform information • Apply information Literacy SecretariatLiteracy is everyone’s business

  14. Some characteristics of more proficient readers Literacy SecretariatLiteracy is everyone’s business

  15. Group work: Teaching Comprehension Strategies Reading through the handouts about various pre, during and post reading strategies. • What experience have you had of using any of these teaching strategies? • Which strategies support inferential comprehension? • Which strategies would you like to know more about? Literacy SecretariatLiteracy is everyone’s business

  16. References 4 Roles of a Reader, DECS Disability Services Building Levels of Comprehension, Hawker Brownlow Education, 2008 Reading Big 6 available from www.decs.sa.gov.au/lieracy >Resources>Resource Papers Tactical Teaching Reading Course Book 1, STEPS Professional Development, 2009 Trehearne, M.P. Comprehensive literacy resource for grades 3-6 teachers , ETA Cuisenaire, 2006 Literacy SecretariatLiteracy is everyone’s business

  17. Literacy SecretariatLiteracy is everyone’s business

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