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“ I ’ ll Read it if I Don ’ t Have to Think.. ”

“ I ’ ll Read it if I Don ’ t Have to Think.. ”. Rethinking “ Comprehension ” Instruction through Children ’ s Literature. Judith Dunkerly-Bean, Ph.D. The Challenge. The “ Why ” of Literacy. Comprehending vs. Comprehension.

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“ I ’ ll Read it if I Don ’ t Have to Think.. ”

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  1. “I’ll Read it if I Don’t Have to Think..” Rethinking “Comprehension” Instruction through Children’s Literature Judith Dunkerly-Bean, Ph.D

  2. The Challenge

  3. The “Why” of Literacy

  4. Comprehending vs. Comprehension • The process of actively constructing meaning in transaction with texts in a particular social context ( Serafini & Youngs, 2008). • Focus more on Process, not Product of Reading

  5. Why Children’s Literature?

  6. Home Literacies/Schooled Literacies ( Phall& Roswell, 2005) • Consider: • Funds of knowledge ( Moll et al, 1992) • Wealth model of literacy ( as opposed to deficit) • ORIM ( Hannon & Nutbrown, 1997) • Opportunities for literacy development • Recognition of literacy practices • Interaction with children to develop literacy • Model literacy practices • Bookbags/backpacks as conduit between home & school

  7. Research Based Comprehension Strategies • Generating questions • Thinking aloud • Monitoring ( Metacognitive Reading) • Attending to text structure • Activating/Applying relevant background knowledge • Making inferences • Constructing visual representations • Summarizing

  8. Effective Literacy Instruction • Deliberate • Responsive • Explicit • Relevant • Research Based

  9. Bad Day at Riverbend

  10. Bad Day at Riverbend • What were you thinking prior to the reading of the story? • What were you thinking as you were listening? • What were you thinking as we finished the story?

  11. I bet you…. • Activated background knowledge • Determined the most important themes/ideas • Asked yourself questions • Created visual images • Drew inferences, made critical judgments • Utilized a variety of “fix-up” strategies if/when your comprehension faltered. • Enjoyed the book!

  12. Your turn…. In your small groups, read the picture book and try out the enclosed strategy/activity. We will be sharing these together in a whole group in about 20 min.

  13. A final thought… “Its not reading and writing in themselves that count, it’s the meanings that are carried in the flow of text as it creates context that counts” (Kell, 2004, p. 36).

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