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Picture this. What do you Mean?

This resource provides insights into reading comprehension, including the importance of reader-text-context interaction. It explores various strategies for fostering reading engagement and offers considerations for different types of reading and reader profiles.

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Picture this. What do you Mean?

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  1. Picture this. What do you Mean? Dr. Constance Ulmer Appalachian State University Summer 2008

  2. Order of the Day • What is Reading Comprehension? • Reading as literacy ? • Who are our readers? • How can we help them as readers? • Closure

  3. Reading Comprehension “ We define reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension” NLA

  4. Comprehension entails three elements: • The Readerwho is doing the comprehending • The textthat is to be comprehended • The activity (context) in which comprehension is a part Rand report, Reading for Understanding (2002)

  5. Reader Text Context Rosenblatt’s Reader Response & the Transactional Model MEANING 1938,1968,1993

  6. Literacy As Engagement • I start with the idea that literacy is not merely the capacity to understand the conceptual content of writings and utterances but the ability to participate fully in a set of social and intellectual practices. It is not passive but active, not imitative but creative, for it includes participation in the activities it makes possible. (xiv) James White

  7. Consider the Reader • Adult learners- ESL Learners • Consider purpose for reading-motivation • Consider purpose of the author • Consider background knowledge-schema) • Consider text structure–levels-genres • Consider context • Consider cueing systems

  8. Questions to Consider • Who are your students? • What makes an engaging environment? • How do I set up that environment? • What can be learned ? • What should be learned?

  9. Consider the Type of Reading • Implicit-Explicit • Short - Long • Narrative-Expository • Vocabulary vs. Conceptual information

  10. Consider Strategies • Think Alouds • Pictures • KWLs Text –self Text-text Text -world • Quotes- personal narration • Smart or symbols for discussions • Alphabetic descriptions • Continued

  11. Resources • Alverman, Donna, • Billmeyer, Rachel • Buehl, Doug • Journal of Adolescent and Adult Literacy • National Institute for Literacy • National Literacy Association • Rosenblatt, Louise • Vacca and Vacca • Vaughn and Estes • White, James

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