Leseforståelse og lesestrategier

1. Leseforståelse og lesestrategier Forsøk med fremmedspråk på barnetrinnet 15. sept 2011 Rune Andreassen, HiØ

3. Lesing i informasjonssamfunnet WWW som den viktigste informasjonskilden. Tekstomfanget sterkt økende. Multiple tekster. Engelsk dominerer. Stadig større krav til selvinitiert lesing og leseforståelse.

4. Selvbetjeningssamfunnet

5. «Simple View of Reading»(Gough & Tunmer, 1986) R = D X C Lesing = Avkoding X Forståelse

6. «The Complex View of Reading»(Goldman, 2011) Leseferdighet (leseforståelse) påvirkes av trekk ved teksten, leseren og aktiviteten: • Tekstens lesbarhet, teksttype, vokabular, setningsstruktur • Leseflyt • Bakgrunnskunnskap • Motivasjon • Strategibruk • Leseformål/leseoppgaven Leseferdighet – ikke en endelig størrelse.

7. Hva er leseforståelse? • Reading comprehension is the process of simultaneously extracting and constructing meaning (The RAND Reading Study Group, 2002). • Leseforståelse innebærer å utvinne og skape mening ved å gjennomsøke og samhandle med skrevet tekst (Bråten, 2007).

8. Hva er leseforståelse? Leseforståelse handler om en interaksjon mellom leseren, leseaktiviteten og teksten. Alt innfelt i en sosiokulturell kontekst. (Snow 2003)

9. Konstruksjon av situasjonmodell Situasjonsmodell Prosess- sykluser Rouet, 2006

11. Bakgrunnskunnskap • Omfattende og velorganisert bakgrunns- kunnskap støtter opp under læring og oppgaveløsning • Påvirker strategibruken • Den viktigste enkeltfaktor i leseforståelse • Breddekunnskap versus dybdekunnskap • Organisert versus fragmentert kunnskap

12. Bakgrunnskunnskap Bedring av bakgrunnskunnskapen • Informative tekster med tilpasset vanskegrad • Diverse media • Andre mennesker • Variert kulturtilbud

13. Bakgrunnskunnskap • Aktivisering av bakgrunnskunnskap • Aktivisering av relevant bakgrunnskunnskap • Hvordan gjøre den bakgrunnskunnskapen elevene har relevant?

14. Leseforståelsesstrategier • Gode lesere er aktive, strategiske lesere • Hva gjør de egentlig? • Pressley og Afflerbach: Verbal Protocols of Reading

15. Hvordan leser ekspert-lesere ? Pressley & Afflerbachs Review av høyt- tenkningsstudier: Gode lesere er aktive lesere Før lesing: - Har klart for seg selv formålet med å lese teksten. - Tar et overblikk over teksten og foregriper. - Legger en plan for lesingen. - Relaterer innholdet til egen bakgrunnskunnskap.

16. Ekspert-lesere (forts) • Under lesing: • Varierer lesemåten ved å gi større oppmerksomhet til • informasjon som er viktig • Trekker fortløpende, men foreløpige slutninger • (inferences). • - Søker å integrere ideer fra forskjellige deler av teksten. • - Former personlige forestillingsbilder • Etter lesing: • - Konstruerer sammendrag • - Gjør notater • - Fortsetter å reflektere over teksten

17. Forståelsesstrategier Leseforståelsesstrategier er mentale aktiviteter som leseren velger å iverksette for å tilegne seg, organisere og utdype informasjon fra tekst, samt for å planlegge, overvåke og styre sin egen strategibruk og forståelse. (Bråten, 2007)

18. Leseforståelsesstrategier Hovedkategoriene • Hukommelsesstrategier • Organiseringsstrategier • Elaboreringsstrategier • Metakognitive strategier

19. Dette skjønte jeg ikke. Jeg får lese setningen en gang til!

20. Hva handler dette om? Hva vet jeg om det fra før?

21. Her var det mange opplysninger! Jeg tror det viktigste er at … Enig?

22. Jeg tror jeg vil klare dette bra hvis jeg gjør en innsats! Det er egentlig ganske interessant også!

23. Forståelsesundervisning; enkeltstrategier(gjengitt etter Trabasso & Bouchard 2002) Forståelsesovervåking (comprehensionmonitoring) Grafisk organisering (tankekart) Danne mentale bilder Aktivering av bakgrunnskunnskap Lage spørsmål til teksten Oppsummering Vokabular-trening Fortellings-struktur og Samarbeidslæring

24. Hvilke lesestrategier er viktige når man bruker digitale medier for å lære/forstå? Vite hva man vil undersøke (stille spørsmål), søke og identifisere relevant informasjon fra flere kilder, vurdere informasjonen (troverdighet), integrere informasjon fra ulike kilder og kommunisere informasjon.

25. Knowledge from an intervention study of Explicit Reading Comprehension Instruction (ERCI) in Norwegian Fifth-Grade Classrooms Rune Andreassen Østfold University College, Norway

26. Purpose of the study To investigate the implementation and effects of explicit reading comprehension instruction (ERCI) in Norwegian fifth-grade classrooms. - effect on reading strategy use - effect on reading comprehension - effect on reading motivation

27. Theoretical background • Literatureonthreemultiple-strategyreadingcomprehension programs: • ReciprocalTeaching (Palincsar & Brown, 1984) • TransactionalStrategyInstruction (Pressley et al. 1992) • Concept-OrientedReadingInstruction (Guthrie, Wigfield, & Perencevich, 2004) • Importanceofimplementation data to understand varyingeffectsonreadingoutcome (Pressley, Graham, & Harris, 2006)

28. The ERCI-principles 1) Classroomdialogues to generate and activatebackgroundknowledge 2) Reading comprehensionstrategyinstruction (Toolboxof 4 strategies) 3) Social reading interactionsamong students 4) Motivational support (topic, text, choice)

29. Lærebokeksempel: GAIA 6.

34. Questions guiding the discussion at the first teacher seminar: How can my classroom practice focus on students’ diverse background knowledge and the construction of new knowledge (e.g., classroom dialogues, concept maps, thinkalouds)? How can classroom dialogues activate relevant background knowledge (e.g., asking deeper-level questions, accepting and praising different points of view, avoiding right/wrong responses, more time for student-talk opposed to teacher-talk, modeling own thinking)? What can deeper-level questions be like (e.g., why questions rather than who-what-where questions, thoughtprovoking questions rather than text-based questions, in-depth questions rather than surface questions)?

35. The ERCI-principles 1) Classroom dialogues to generate and activate background knowledge 2) Reading comprehension strategy instruction (Toolbox of 4 strategies) 3) Social reading interactions among students 4) Motivational support (topic, text, choice)

36. Reading strategies are deliberate, goal-directed attempts to control and modify the reader’s efforts to construct meaning from text. • Reading skills are automatic actions that result in decoding and comprehension with speed, efficency, and fluency and usually occur without awareness of the components or control involved. Afflerbach & Pearson

37. 4 powerful reading strategies(From Palincsar & Brown’s Reciprocal Teaching)Predicting, questioning, clarifying, summarizing The Questioner The Summarizer The Clarifier The Predictor «The Fabulous Four»

38. Questions guiding the discussion at the second and third teacher seminar: How can the four strategies be introduced to my students (e.g., explaining the importance of using the strategies, teacher think-alouds, use of four characters to represent the strategies, posters with the characters on classroom walls)? How can my students be taught to use the strategies (e.g., repeated modeling, reading aloud and employing strategies together with the students, cooperative reading groups, scaffolding students’ strategy use, reminding strategy use)? How can modeling help my students learn the strategies (e.g., observing best practice, modeling for each other by thinking aloud)? How can I create progression (e.g., from teacher modeling and scaffolding to students modeling for each other to students self-regulating strategy use, from teaching one strategy at a time to teaching all strategies together)?

39. The ERCI-principles 1) Classroom dialogues to generate and activate background knowledge 2) Reading comprehension strategy instruction (Toolbox of 4 strategies) 3) Social reading interactions among students 4) Motivational support (topic, text, choice)

40. This was a difficult part of the text! I think the main idea is that … Agree?

41. Questions guiding the discussion at the fourth teacher seminar: How can social interactions during reading and strategy use be organized in my classroom (e.g., small groups (4-5 students), peer teaching, progression from teacher-led whole class activities to student-led cooperative groups)? Which criteria can be used to create groups (e.g., heterogeneity regarding reading ability, separation of particular students)? What are good cooperation skills (e.g., using low voice, listening, asking for explanations, giving positive feedback, specific and concrete criticism)? How can students be taught to cooperate (e.g., teacher demonstrations, more proficient groups modeling for less proficient groups, cooperation support by teacher, group evaluation at the end of lessons)? How can struggling readers be helped (e.g., better readers reading aloud or together with struggling readers, groups reading together, temporary homogeneous groups for struggling readers)?

42. The ERCI-principles 1) Classroomdialogues to generate and activatebackgroundknowledge 2) Reading comprehensionstrategyinstruction (Toolboxof 4 strategies) 3) Social reading interactionsamong students 4) Motivational support (topic, text, choice)

43. Motivational support leads to reading motivation which leads to behavioral engagement (John Guthrie)

44. Questions guiding the discussion at the fifth teacher seminar: How can students be introduced to and become interested in the topic of study? (e.g., classroom dialogues, real-world experiences, field trips to historical places, visiting museums, diverse learning materials, interesting books)? To what extent may students choose subtopics of particular interest (from few choices in the beginning to gradually more choices according to interests)? To what extent may students choose books according to interests (topic-relevant trade books that the students might select made available through the local library, guidance of students to select texts according to interests and reading skills)?

45. Research questions What are the effects of teachers’ implementation of the ERCI principles on fifth graders’ reading strategy use, reading comprehension, and reading motivation? How are the effects (or lack of effects) related to the quality of the implementation of the instructional principles?

46. Participants Experimental group: 103 fifth-grade students from five classrooms (three different schools), + their teachers. Control group: 113 fifth-grade students from six classrooms (three different schools) + their teachers.

47. PRETEST (Dec. 5th grade) • Reading strategy use • Reading comprehension (standadized SRT) • Reading motivation • - intrinsic • - extrinsic • Working memory • Word recognition • POSTTEST (June 5th gr.) • Reading strategy use • Reading comprehension (three tests) • Reading motivation • -intrinsic • -extrinsic Variables Process- and implementation data: structured classroom observations and questionnaires.

48. The readingcomprehensionmeasures 1) Sentence Reading Test (SRT) English translation: They biked down to the beach with their bathing clothes and towels behind the seat. The boys in front and the girls far behind.

49. 2) Maze task Example: The Ashanti-people in Ghana love to (ask – answer – tell) stories. Many of the stories are about the spider. Here it is called Anansi. Listen: If you look carefully you can (go – see – look) that Kwaku Anansi, the spider, is bald-headed.

50. 3) Multiple-choice task with text available Example: The ones that should be most frightened of the spiders are… a small and big fishes. b people. c the insects. d the bamboo plant.