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COMPREHENSION

COMPREHENSION. What is Reading Comprehension ? By Carla Mazzaferro Grimaldi. “ Comprehension is understanding what you read. But, those who have studied reading prefer a definition that emphasizes that good readers work at understanding. They are active and intentional.”

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COMPREHENSION

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  1. COMPREHENSION What is Reading Comprehension ? By Carla Mazzaferro Grimaldi

  2. “ Comprehension is understanding what you read. But, those who have studied reading prefer a definition that emphasizes that good readers work at understanding. They are active and intentional.” The National Institute for Literacy “A reader reads a text to understand what is read, to construct memory representations of what is understood, and to put this understanding to use.” National Reading Panel Report “Thoughtful literacy is engaging the ideas in texts, challenging those ideas, reflecting on them, and so on. It is responding to a story with giggles, goose-bumps, anger, or revulsion.” Richard L. Allington

  3. The 3 Elements of Comprehension • The reader who is doing the comprehending. • The text that is to be comprehended. • The activity in which comprehension is a part.

  4. What can the READER do? • Activate their background knowledge & link it to what they are reading. • Use their word knowledge or vocabulary to help them understand what they are reading & read more fluently. • Monitor their understanding of what they have read & repair any troublesome spots by re-reading. • Become a motivated reader by reading lots of material & reading often.

  5. How about the TEXT? • Each genre has unique characteristics about them. Students comprehend them better when they understand these features. • Authors use different patterns in writing to organize their text. Readers understand the text when they can recognize these text structures & features.

  6. Activating Comprehension There are many strategies that student’s can use to facilitate their comprehension skills. • Readers connect the text to themselves, their world & other text read. • Readers make predictions about the text and use their background knowledge. • Readers share their thoughts with partners, small groups and whole groups. • Readers participate in discussions and question what they read, hear and think about the text. • Readers re-read to understand important details. • Readers write in a variety of ways about what they have read. • Readers retell the story to enhance their understanding. • Readers draw a mental picture of the story.

  7. Great Teachers • Read & Write everyday. • Load up the classroom with a lot of reading materials. • Teach, model & practice the strategies. • Encourage discussion. • Teach mini-lessons to support other reading components.

  8. Teachers should informally assess students’ comprehension on a daily basis. Students’ writings are a great way to assess understanding. Use Grand Discussions and Think-Aloud so student’s can share what they know. Cloze Procedure activities help students filling in missing words from the text. Motivation is our natural desire to figure things out. There are 4 important ways teachers motivate students: Show care and concern for your students. Create a safe learning community in the classroom. Provide both instruction and choices in activities used. Use rewards with reluctant learners. Assessment & Motivation

  9. Responding to Differences “The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. It is an approach to teaching that advocates active planning for student differences in classrooms.” (Tomlinson & Allan, 2000). **Be sensitive and aware of learners’ needs and preferences. ** Explain the purpose of classroom activities to students. ** Talk with your students to help identify problems or concerns. ** Be patient. Allow time for strategies to work. ** Be flexible and creative. Make adjustments when needed.

  10. You are the Pilot! Learning is: A Journey into the unknown. A process that takes time and planning. Timeless and Ongoing Different for each of us An experience to be savored!

  11. References Allington, R.L. (2012). What really matters for struggling readers (3rd ed.). Boston: Pearson. McShane, S. (2005). Applying research in reading instruction for adults-first steps for teachers. Jessup, MD: National Institute for Literacy. Samuels, S. J. & Farstrup, A. E. (2011). What research has to say about reading instruction (4th ed.). Newark, DE: International Reading Association. Tompkins, G. (2010). Literacy for the 21st century – a balanced approach (5th ed.). Boston: Pearson. www.caroltomlinson.com

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