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Promoting Comprehension and Thinking Through the Strategic Use of the Language of Instruction. International Reading Association Symposium San Antonio, Texas W. Dorsey Hammond wdhammond@salisbury.edu May 2, 2005. Engage Extend Focus Refocus Explore. Explore Redirect Inform Reflect
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Promoting Comprehension and Thinking Through the Strategic Use of the Language of Instruction International Reading Association Symposium San Antonio, Texas W. Dorsey Hammond wdhammond@salisbury.edu May 2, 2005
Engage Extend Focus Refocus Explore Explore Redirect Inform Reflect hypothesize Instructional Language to:
Three dimensions of instructional language • Language type • Language timing • Language tone
Assumptions • 1. What students discovery on their own thru reading is more satisfying and lasting. • 2. Primary Focus on meaning construction • 3. Learner conversation promotes construction of meaning • 4. “Story” belongs to the learners.
Short History of Guiding Learners Through Text • Betts 1946 Directed Reading Activity • Stauffer- 1962 Directed Reading Thinking Activity • Stauffer-1969 Teaching Reading As A Thinking Process • Anderson, et al ( late 70’s and 1980’s)Center for the Study of Reading( focus on schema, metacognition,) • Reading Recovery/Guided Reading Models(1990’s – present)
Initial Engagement with Text • Expository text conversations • Narrative text conversations • Issues of type, timing, tone • Differences for narrative and expository text conversations
Journeys Through The Text • Issues of: pauses the nature of conversations “off text” vs. “on text” language
Conversations About Text • Multiple responses • Dialogue Invitations vs. assessment Invitations • Questions with no definitive answers
Multiple Responses • Interpretive Response • Theme Response • Metacognitive Response • Author’s craft response • Intertextual Response, • Moral or Ethical Issues Response • Personal Connection Response
Issues and Concerns • Ritualization and prescription • “Engage in” Vs. “Teach about” • Failure to based on text and reader maturity
Promising Practices • Development of Anchor conversations • Teachers as Text Discussants • Longterm collaborative committments