reading ppt 042406

Boosting Reading Achievement through Effective Instruction in Comprehension

April 24, 2006 PaTTAN Consultants

Agenda

� Research � Assessment � Progress Monitoring � Text Structure

� Narrative � Expository

� Instructional Strategies � Prereading � During Reading � Postreading

1

Session Objectives

Participants will � Be able to understand the research related to

reading comprehension � Be able to implement appropriate assessment

techniques to inform instruction. � Be able to determine when to apply narrative and

expository text frames to reading material used for instruction.

� Be able to identify and use appropriate instructional strategies based on student needs.

What Is Reading Comprehension?

� Process of constructing meaning from written texts, based on a complex coordination of a number of interrelated sources of information

2

In mechanistic studies, this form of equation appears whenever the rate-controlling step of a reaction is viewed to involve the association of reactant with some quantity that is present in limited but fixed amounts; for example, the association of reactant with enzyme to form a complex, or the association of gaseous reactant with an active site on the catalyst surface.

Snowballing Consequences of Early Reading Failure

Comprehension

Vocabulary

Motivation to Read

Letter-Sounds

Phonemic Awareness

Exposure to W ords Word Recognition

3

Proficient Comprehension

� 3 primary grade comprehension skills � literal comprehension � sequencing � summarizing

� 3 intermediate comprehension skills � making inferences based on relationships � comprehending sentences with complicated

syntactic structures � critically reading passages

Children Who Comprehend Text

� Monitor their understanding. � Apply strategies to figure out confusing or

conflicting information. � Make intertextual or personal connections.

4

Factors that Influence Comprehension

1. Word Recognition/Reading Fluency � 90 words per minute in grade level text � No more than 1 error every 10 words

2. Vocabulary 3. Failure to Use Text Structure to Facilitate

Comprehension 4. Failure to Monitor Comprehension

� Do I understand what I just read? � Teach “fix up strategies:” reread, read ahead, adjust

pace

Research Evidence

� Instruction of comprehension strategies improves reading comprehension of children with a wide range of abilities

(National Reading Panel, 2000)

� Many children require explicit word recognition instruction integrated with rapid processing of words, spelling skills, and strategies to improve comprehension

(Fletcher & Lyon, 1998)

5

Reading Adapted from Ehren, n.d.

is

Constructing meaning from print Req

uires

Requires PhonologicalAwareness

Phonics

PrintAwarenessVocabularyKnowledge

FluencyAutomaticity

Comprehension

Background Knowledge

Text Structure Strategies

Requires RequiresIs supported by

Assessment / Progress Monitoring

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Measures of Text Comprehension

� Gates-MacGinitie (2002)

� Strong Narrative Assessment Procedure (Strong, 1988)

� Woodcock Reading Mastery Test (WRMT-R)

� Stanford Diagnostic Reading Test (SDRT-4)

� Woodcock Diagnostic Reading Battery (WDRB)

� Dynamic Indicators of Basic Early Literacy Skills (DIBELS) – Retell Fluency

Curriculum-Based Measurement Oral and Written Retells

� Oral retells are appropriate for narrative passages

� Written retells are appropriate for narrative and expository passages

� Oral and written retells are scored subjectively or objectively

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Oral Retells

� Select a narrative text at the student's approximate instructional reading level

� Select passages of approximately 200-250 words from the beginning of a chapter or where a major change of time or setting has just occurred within a chapter

Administering Oral Retells

1. Give the student the following directions � “I want you to read a story for me. When you

are finished, I will ask you to tell me everything you can remember about the story, so please read it carefully”

2. When the student is finished reading, say: � “Take a moment to think about what you just

read (Pause for 3-5 seconds). Now tell me everything you remember about the story”

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Administering Oral Retells (cont’d)

3. When the student has indicated that he/she cannot remember anything more about the story, you may give a natural prompt � “Is there anything more you can remember."

Story Retelling Analysis

General Directions: Place a 1 next to each element if the child includes it in his or her presentation. Credit gist as well as obvious recall.

Sense of Story Structure

Setting a. Begins story with introduction b. Names main character c. Number of other characters, Name d. Actual number of other characters e. Score for other characters (C/D) f. Includes statement about time and place

Theme Refers to main character's primary goal or Problem to be solved

Plot Episodes a. Number of episodes recalled b. Number of episodes in story c. Score for plot episodes

Resolution a. Names problem solution/goal attainment b. Ends Story

Sequence Retells story in structured order: Setting Theme, plot, episodes, resolution (score 2 for proper, 1 for partial, 0 for no sequence evident)

Highest Possible Score 10 Child's Score

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Quantification of Retelling for Narrative Text

Student's name

Book/Pages Date:

Directions: Place a 1 next to each item the student includes in his/her retelling. Credit the gist as well as the obvious recall. Place an * if you ask the child questions to aid his/her recall.

Level A B C D

Story Sense Theme: Main idea or moral of story � � � � (1) Problem: Difficulty to overcome � � � � (1) Goal: What the character wants to happen � � � � (1) Title: Name of the story (if possible) � � � � (1)

Setting When and where the story occurs � � � � (1)

Characters Name the main characters � � � � (1)

Events/Episodes Initiating event � � � � (1) Major events (climax) � � � � (1) Sequence � � � � (1)

Resolution Name problem solution for the goal � � � � (.5)End story � � � � (.5)

Story Retelling Analysis General Directions: Place a 1 next to each element if the child includes it in his or her presentation. Credit gist as well as obvious recall.

Sense of Story Structure

Setting a. Begins story with introduction b. Names main character c. Number of other characters, Name d. Actual number of other characters e. Score for other characters (C/D) f. Includes statement about time and place

Theme Refers to main character's primary goal orProblem to be solved

Plot EpisodesNumber of episodes recalledNumber of episodes in story

Score for plot episodes Resolution

a. Names problem solution/goal attainment b. Ends Story

Sequence Retells story in structured order: SettingTheme, plot, episodes, resolution (score 2for proper, 1 for partial, 0 for no sequence evident)

Highest Possible Score 12 Child's Score

10

Quantification of Retelling Childs Name: Age: Grade:Book and Page: Date:Directions: Place a "1" next to each item the student includes his/her retelling. Credit thegist as well as the obvious recall. You may ask the child questions to aid their recall.Narrative Story Retelling Evaluation Comments:Story Sense:Theme: The main idea or moral of the story. (1)Problem: What the difficulty is that needs to overcome. (1)Goals: What the character wants to happen. (1) Title: The name of the story. (1) Setting: When and where the story occurs. (1) Character: Name the main characters. (1) Events/Episodes: Initiating Event (1) Major events (climax) (1) Sequence: retails in structural order. (1) Resolution: Names problem's solution of goals. (.5) Ends story. (.5)

Total Highest Possible Score (10)

Evaluative Comments:

Administering Written Retells

� Tell students to carefully read the selection � Tell students that they will be asked to retell as much

information as they can when they finish reading � Tell students how their responses will be scored

� statement of the problem � summary of major points � details � attention to coherence � completeness � comprehensibility

� Score responses through subjective rating or objective counts

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Maze � Probe Development

� Select a passage of approximately 250 words � Leave the first and last complete sentence

intact � Delete every seventh word, starting with the

second sentence � Provide 3 alternate word choices for each

blank � Make sure one answer is clearly correct � List the choices

� aligned with the blank � below the blank

Maze Selection

What are volcanoes? The word “volcano” comes from “Vulcan.” This/Many/Tiny was the name of a Roman bat/god/met. Centuries ago, people believed that Vulcan can/say/was the blacksmith of the gods. A simply/volcano/remain was the chimney of his forge.

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Maze

� Administration Procedures � Tell students to read the passage � Tell students to circle the correct word from

among the options � Time the student for one minute if elementary

or three minutes for secondary

Maze

� Scoring Procedures � Stop scoring after 3 consecutive incorrect

choices � Count the number of correct choices

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Scoring Activity

Maze Benchmarks

Grade Benchmark (end of year)

4 20 correct replacements per 2.5 minutes

5 25 correct replacements per 2.5 minutes 6 30 correct replacements per 2.5 minutes

Fuchs and Fuchs, n.d.

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Instructional Grouping Using Maze

� Place students into instructional groups using the following performance level criteria

� 90% accuracy or above represents independent or mastery level

� 60%-70% accuracy represents instructional level � below 60% represents the frustration level.

Standard Progress Monitoring Maze Passages � AIMSweb/Edformation

6420 Flying Cloud Drive, Suite 204Eden Prairie, MN 55344888-944-1882 http://www.aimsweb.comhttp://www.edformation.com � 30 graded and equivalent passages prepared in

maze format for grades 2-8 � 23 graded and equivalent passages prepared in

maze format for grade 1 � 23 graded and equivalent passages prepared in

maze format for pre-primer level � 256 total passages

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http://www.aimsweb.com

http://www.edformation.com

Standard Progress Monitoring Maze Passages � Edcheckup

WebEdCo 7701 York Avenue South Suite 250 Edina, MN 55435 952-229-1440 http://www.edcheckup.com � 138 Maze reading passages for grades 1-6

Standard Progress Monitoring Maze Passages � Vanderbilt University

Diana Phillips Peabody #328 230 Appleton Place Nashville, TN 37203-5721 615-343-4782 � 30 Maze reading passages for grades 1-8 � 240 total passages

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http://www.edcheckup.com

Text Structure

Text Structure

� “. . .students who are knowledgeable about and/or follow the author’s structure in their attempts to recall a text remember more than those who do not. Second, more good than poor readers follow the author’s text structure in their attempt to recall a text” (Pearson & Fielding, 1991, p. 827).

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Text Structure

� Make the structures and processes visible tostudents

� Knowing the patterns provides studentswith shared understandings (Englert &Mariage, 1991)

� At youngest levels, narrative comes first,then expository (Gleason, 1995)

� Apply text structures and self-instructionaltraining to any text structures

Text Genre

Can be classified in many ways, such as… � Fiction � Non-fiction � Fairy Tales � Fables � Plays

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Two Kinds of Organizational Text Structure

� Narrative

� Expository

Narrative Text Structure Critical Features

� Tells about one event � Tells a story in chronological order � Uses linking words to show passage of time � Includes elements of story grammar

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Components of Story Grammar

� Setting � Character/s � Problem � Resolution of Conflict

Basic Story Reading Comprehension Strategy

� Facilitative Questioning � Who is the story about? � What is he/she trying to do? � What happens when he/she tries to do it? � What happens in the end?

Carnine, Silbert, Kame’enui, 1997

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Simple Story Grammar Prompt Card

1. When and where does the story take place?

2. Who is the main character or characters?

3. What problem or problems does the main character have?

4. How did the problem get solved?

Narrative Story Frame Characters:

Setting Time: Place:

Problem:

Response:

The Outcome:

The Conclusion:

Figure 1. Story grammar map. Note. From Cognitive Strategy Instruction in Writing Project, C.S. Englert, T.E. Raphael, and L.M. Anderson, 1989, East Lansing, MI: Institute for Research on Teaching. Reprinted by permission.

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Advanced Story Reading Comprehension Strategy

� Expansion of Facilitative Questioning Strategy to Categories� Character Information

� Conflict or Problem

� Attempts/Resolution/Twist� Reactions and Theme


Advanced Story Reading Comprehension Strategy

� Teaching Procedure � Use of note sheet � Use of think aloud procedure

� Model with transparency � Questioning of students at designated points in

story � Completion of note sheet by teacher and students

based on student responses � Monitoring of student responses by teacher � Correction of responses on note sheet


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Notesheet for Advanced Story Reading Comprehension Strategy

Student Notesheet

Name Date

Story

1. Name the problems or conflict.

2. Identify the main characters and tell about them.

3. Tell how the characters try to solve the problem.

4. Tell how the problem is or is not solved.

5. Is there an added twist or complication at the end of the story?

6. What is the theme or the story? What is the author trying to say?

Douglas W. Carnine, Jerry Silbert, Edward J. Kameenui, 1997

Expository/Informational Text Critical Features

� Tells about one topic. � Begins with a topic sentence. � Tells more about the topic with factual

details. � Includes information related to the topic in

every sentence.

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Common Expository Text Structures

� Descriptive � Enumerative � Cause/Effect � Compare/Contrast � Problem/Solution � Reaction

Organizational Frames

� Represent key ideas in expository text visually

� Used to review and reinforce specific content area material

� Involve students in writing about content area material

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Organizational Frame Descriptive

� Most common frame � Uses main idea and supporting detail

pattern

Rooney, 1998

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Clouds are ______________________________.

Sometimes I see ____________________ when I

Look at clouds. I like clouds because _________

_______________________________________.

Loch Ness Monster

The Loch Ness Monster may be the mostfamous sea serpent in the world. It is described as being 40 to 60 feet long with ahead about the size of a horse’s head. Its thin neck is about six feet long and is attached to afat body with an eight foot long tail. The description is similar to a dinosaur known asthe plesiosaurus. Scientists think that Nessie is a plesiosaurus who has survived sinceprehistoric times.

Rooney, 1998

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Loch Ness

Rooney, 1998

Loch Ness Monster

Sea serpent 40 – 60 feet long

Thin neck

8 foot tail Plesiosaurus

Fat body

Head the size of a horse’s head

Rooney, 1998

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Organizational Frame Enumerative � Uses signal words

� first � second � third � next � last � finally

Seidenberg, 1989

Many things must be done before a plane can take off from an airport.

First, the mechanics check each plane.

Next, passengers board the plane.

Then the pilot checks the plane’s instruments and the people in the control tower make sure the runways are clear.

Finally, it’s time to takeoff.

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__________________________________________

Since early times people have sent messages and packages to one another. Today things are mailed at a post office. First, __________________________

_______________________________. Next,

____________________________________.

Finally,______________________________

___________________________. After this,

___________________________________.

Chocolate is made from cacao tree beans. After the beans are unloaded at the factory,____________________________________

____.Then,_________________________________

_______________________.Next,______________

_____________________________. Finally,______

After this, _________________________________

_________________________________________.

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Bats are unusual animals for several reasons,

First,_____________________________________

Second,__________________________________

Third,____________________________________

Finally,___________________________________

As you can see, bats are unique in the animal word.

Illustrate with a picture of what you consider to be the most unusual thing about the bat.

Cudd & Roberts, 1999

(Based on the passage about how cloth is made.)

Making cloth is an interesting process.

The first part of the process is

The next step in the process is

The third step of the process is

It is interesting to learn how cloth is made.

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Organizational Frame Cause/Effect

� Uses signal words � so � so that � because of � as a result of � since � in order to

Determining Text Frame for Cause and Effect � Certain things result from certain conditions

� What is it that happened? � What causes it to happen? � What are the important elements or factors that

cause this effect? � How do these factors or elements interrelate? � Will this result always happen from these

causes? Why or why not? � How will the result change if the elements or

factors are different?

Buehl, 2001

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Cause Effects

� Pause here and read the passage on Volcanoes in your Activities Packet.

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Volcanoes When volcanoes erupt they usually cause a great deal of damage to the land around them. Often the damage has a great impact on people, animals, and buildings. The ash from a volcano can suffocate animals and people in moments. When the ash falls on streams it can clog their flow and kill all the fish. The ash also can pile so high and be so heavy that it collapses buildings. However, volcanoes also cause good along with the damage. The volcanic ash enriches the soil and acts as a fertilizer when it is plowed into the earth. Volcanic eruptions help rebuild and replenish the earth that weather and erosion wear away. So in spite of their hazards, volcanoes are beneficial and leave a positive impact on the earth.

(Stephens, 2004)

Cause Effects

Volcanoes

ash suffocates animals and people

ash clogs streams

ash kills fish

ash makes buildings collapse

ash enriches the soil

ash rebuilds the earth

(Stephens, 2004)

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Organizational Frame Compare/Contrast � Uses signal words

� different from � same as, alike � similar to � resembles � compared to � unlike

Determining Text Frame for Compare and Contrast

� Certain things are similar or different � What is being compared or contrasted? � What categories of characteristics or attributes

are used to compare and contrast these things?

� How are the things alike and different? � How are the things not alike or different? � What are the most important qualities or

attributes that make them similar or different? � What can we conclude about these things?

Buehl, 2001

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Differences

Sea Turtles Land Turtles

Size

Habitat

Food

Appearance

Habits

Other

Cudd and Roberts, 1989

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Organizational Frame Problem/Solution � Uses signal words

� a problem is � a solution is � the problem is solved by

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Determining Text Frame for Problem/Solution

� A problem needs solving � What is the problem? � Who has the problem? � What is causing the problem? � What are the effects of the problem? � Who is trying to solve the problem? � What solutions are recommended or attempted? � What results from these solutions? � Is the problem solved? Do any new problems develop

because of the solutions?

Buehl, 2001

PROBLEM/SOLUTION

Questions Answers

What is the problem?

What are the effects?

What are the causes?

What are the solutions?

Raymond C. Jones Reading Quest [email protected] http://www.readingquest.org

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mailto:[email protected]

http://www.readingquest.org

take act o

caus

History Change Frame

Who? (Groups of people)

effec

tson

Problems?What problems did

they face?

i n

Solutions? (What did they

do about problem?)

e

Changes? (How were things

changing?)

Adapted from Buehl, 1995

Organizational Frame Reaction � Allows students to “react” to what they have

learned about a particular topic � Uses signal words:

� before learning about � I learned that � a fascinating thing was � I would like to learn more about

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Reaction FrameWhat Do You…

Know you know?

Think you know?

Think you will learn?

Know you learned?

Adapted from Palincsar et al., 1986

Text Comprehension Instruction

� “Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.”

� “Effective comprehension strategy instruction is explicit, or direct.”

Put Reading First, pp. 49, 53

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Helping Students Develop Effective Reading Strategies

� Evaluate the curriculum

� Teach prereading strategies

� Teach active reading strategies

� Teach posttreading strategies

Planning for Instruction

� Determine whether the reading level of selected material is appropriate

� Use material that is well structured and has appropriate, understandable language

� Begin strategy instruction with small segments of text

� Decide which student will need specific instruction in specific strategies

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Pre-Reading Strategies

Activating Prior Knowledge

� Preview the text � Ask the following questions

� What is this text about? � What do I know about this topic?

� Make predictions � What is this going to tell me that I don’t already

know?

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Student Worksheet for Previewing Chapter Directions: As you warm up with your partner, fill in the blanks. Step 1: Read the title of the chapter and the introduction

What is the title of this chapter?

Does this chapter have an introduction?

Based on the title and the introduction, what is this chapter about?

Step 2: Read the headings and subheadings. List the headings and subheadings you found in this chapter.

Step 3: Read the chapter summary. Does this chapter have a summary?

Based on the summary, what are two things that you will learn in this chapter?

Step 4: Read the questions at the end of the chapter. Does this chapter have questions at the end?

Based on the questions, what are the two things that you will learn in this chapter?

Step 5: Tell yourself. "This chapter will talk about…" Read this sentence. This chapter will talk about


Activating Prior Knowledge

� Use an advance organizer or anticipation guide � Have students respond to statements that

challenge or support their prior knowledge about key concepts in the content material

� Evaluate responses after reading content material

� Correct errors

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ANTICIPATION GUIDE FOR SCIENCE Acid Rain

Directions: � Read the following statements concerning problems associated with acid rain. � Put a check next to each statement with which you agree. � Be prepared to support your views about each statement by thinking about

what you know about acid rain and its effects. You will be sharing this information with other members of your group when you discuss the following six statements. _____1. Acid rain kills fish. _____2. The major cause of acid rain is fuel emissions from automobiles. _____3. Stopping acid rain will cause some people to lose their jobs. _____4. Acid rain problems are not yet serious in our region of the United

States. _____5. Acid rain is made up of sulfur oxides. _____6. If acid rain is not controlled, we will experience a major

environmental disaster. Buehl, 1995

ANTICIPATION GUIDE FOR LITERATURE Call Of The Wild

Directions: � Read the following statements about the book Call of the Wild. � Compare your opinions about these statements with those of the author, Jack

London. � Check the column labeled You for those statements with which you agree. Be

prepared to support your opinions with examples. � Check the column labeled Jack London for those statements with which you feel

he would agree. Jack

You London _____ _____ 1. Only the strong survive in this world. _____ _____ 2. People must live in harmony with their environment. _____ _____ 3. Greed makes people cruel. _____ _____ 4. The primitive instinct exists in all people. _____ _____ 5. Much of what happens to people is the result of fate. _____ _____ 6. People will adapt to their surroundings and survive.

(Developed by Sarah Conroy, 1993, Madison East High School, Madison, WI, USA.)

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K W L What do you What do you think you What did you

Know? Will learn? Learn?

Reading Quest Raymond C. Jones http://www.readingquest.org 2000-2001 [email protected]

Big Blue Whale K-W-L ChartKnow Want to learn Learned

Whales are mammals.

Whales live in the sea.

Whales can swim.

Whales are the biggest mammals in the ocean.

Whales can make strange sounds that are scary.

Whales move their tails in the water and make a big splash.

How much do whales weigh?

How do whales breathe?

What do whales eat?

Where do whales live?

Do whales lay eggs?

Do whales eat people?

How do whales talk to eachother?

Blue whales are the biggest creatures on earth.

Whales can weight 150 tons.

Whales breathe air through blow-holes on top of their heads.

Blue whales eat krill with help from their baleen plates.

Whales have mouth with baleen plates for eating.

Whales have springy, slippery skin that is smooth to touch.

Whales have eyes and ears.

Whales live at the North and South Poles and the Equator. Author unknown

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http://www.readingquest.org

mailto:[email protected]

A - B- C Brainstorming Topic

A

B

C

D

E

F

G

H

I

J

K

L

M

A - B- C Brainstorming Topic World War II

A

B

C

D

E

F

G

H

I

J

K

L

M

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A - B- C Brainstorming Topic World War II

A

B

C

D

E

F

G

H

I

J

K

L

M

Axis, Allies, Aircraft, A-Bomb

Belgium

Churchill, Concentration Camps

D-Day

Encampments

France, Anne Frank

Germany, Goebels

Hitler, Holocaust

Invasion of Normandy

Japan

Warm Up Strategy

� Beginning (title and introduction) � Based on the title, this chapter will be about_____.

� Middle (headings and subheadings) � Turn headings and subheadings into questions

� End (summary and questions) � Based on the summary and questions, what are two

things you will learn about in this chapter?

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Effective Reading Strategies

� Goal Setting � What will I be asked to do with the

information in this reading? � Use answer to write a goal statement

� To _____the _____. (verb) (noun)

� Translate goal into action statement � While I read, I need to pay attention to

the_____so that I can_____. (noun) (verb)

Goal Setting Practice

� What will I be asked to do with the information in this reading?

� Use answer to write a goal statement � To write the names of the planets from

largest to smallest. � Translate goal into action statement

� While I read, I need to pay attention to the so that I cansize of the planets

.write them from largest to smallest

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Goal Setting Activity

Assignment: Read pages 35 to 48 in your science book. Write a list of the characteristics of fish. Now:� Complete the goal setting process by writing

a goal statement (To___the___) � Translate goal into action statement (While I

read, I need to pay attention to the___so that I can ___.)

Goal Setting Activity

� Goal Statement � To list the characteristics of fish .

� Action Statement � While I read, I need to pay attention to the

characteristics of fish so that I can remember them.

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Getting Ready to Read: Prompt Card � Why am I reading this text? � How should my purpose affect the way I read the

text? � What does this text appear to be about? � What are some of the major topics covered in the

text? � How is the text organized? � What do I already know or think I know about this

topic? � I think this text is going to be about…

Neufeld, 2005

Vocabulary

� One of the most critical pre-reading activities � Limited to words that are crucial to understanding

of the text � Words should be taught through a direct instruction

format � Model � Guided practice, guided practice, guided practice… � Independent practice

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During Reading Strategies

During Reading Strategies

� Strategic Readers: � Monitor reading � Use fix-up strategies � Summarize � Distinguish main idea from supporting details � Distinguish supporting details from the text

from less significant information� Draw inferences� Ask questions� Reflect on the text

Based upon research from Michael Pressley

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During Reading Strategy Instruction

� How to Teach Students to Use Strategies � Pick 4-5 strategies that will impact on students’

comprehension (Pikulski, 1998) � Teach strategies explicitly and systematically � Allow students multiple opportunities for

practice � Provide immediate feedback to students when

using the strategies

Woodruff, 2004

Regulating Comprehension

� Reader makes sure he is sticking to his plan to reach his reading goal

� Reader monitors to see if he understands text

� Reader checks to see if he is making progress toward his reading goal

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Read Cover Recite Check Strategy

� R – Read � C – Cover � R – Recite � C - Check

Visualization Strategy

� Read the text � Picture the information in your mind � Plan how to draw it on paper � Draw and label the picture on paper

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Visualization Activity

� Read the selection about the granods � Draw and label a picture showing what it

looks like � Use the paper provided

Draw and Label Picture

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Peer Assisted Learning Strategy

� Paragraph Shrinking � Name the who or what � Tell the most important details about the who

or what � Say the main idea in 10 words or less

Fuchs, Mathes, Fuchs, n.d.


� Procedure � Students are assigned to pairs � Teacher sets timer for five minutes � First student reads aloud for five minutes,

summarizing each paragraph by � Naming the most important who or what � Telling the most important details about the who or

what � Saying the main idea in 10 words or less

Fuchs, Mathes, Fuchs, n.d

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� Procedure (cont’d) � Teacher tells student to switch roles � Teacher sets timer for five minutes � Second student reads aloud for five minutes,

summarizing each paragraph by � Naming the most important who or what � Telling the most important details about the who or

what � Saying the main idea in 10 words or less



� Point Procedure for Paragraph Shrinking � One point for figuring out most important who

or what � One point for figuring out most important thing

about who or what � One point for telling main idea in 10 words or

less


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� Prediction Relay � Predict

� “What do you predict will happen next?”

� Read � Student reads half a page

� Check � “Did the prediction come true?”



� Procedure for Prediction Relay � Teacher sets timer for five minutes � First student reads half a page � Second student asks him to predict what will

happen in the next half page � First student makes a prediction � First student reads the next half page � First student checks his prediction


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� Procedure for Prediction Relay (cont’d)

� Second student asks him to predict what will happen in the next half page

� First student continues the process until timer goes off

� Teacher says, “Time to switch roles.” � Teacher sets timer for five minutes � Second student becomes reader and continues

the process until the timer goes off

Fuchs, Mathes, Fuchs


� Point Procedure for Prediction Relay � Students earn points each time they correctly

� Make a prediction—one point

� Reads half a page—one point

� Checks prediction—one point

Fuchs, Mathes, Fuchs

59

Click and Clunk

� Click: � When you understand what you read,

everything “clicks” along smoothly.

� Clunk: � When you don’t understand what you read,

“clunk”, you stop.

� When you get a clunk, must use the fix-upstrategies to try to figure out what the word means.

Click and Clunk

� Fix-Up Strategies � Reread the sentence with the clunk and look

for key ideas to help you understand the word. Think about what makes sense.

� Reread the sentences before and after the clunk, looking for clues.

� Look for a prefix or suffix in the word that might help.

� Break apart the word and look for smaller words that you know.

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POSSE Strategy

� Using a strategic processing graphic organizer in combination with the following set of strategies

P—predicting ideas O—organizing predicted ideas and background

knowledge S—searching for the text structure S—summarizing the main ideas E—evaluating comprehension

Questioning Strategies

� Asking Questions

� Circle of Questions

� SQ3R

� Question/Answer/ Relationships (QAR)

� Generating Questions

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Asking Questions

� Guidelines for asking questions… � Avoid low level single correct answer questions

� Ask lots of speculative and predictive questions

� Wait 3-5 seconds after asking a question, allowing students to process the question and formulate a response

Conley, 1987

Circle of Questions

� Students read narrative or expository text � Students work in small groups � Teacher identifies topic � Students brainstorm questions about the topic

for three minutes � Teacher draws a circle on chalkboard/chart

paper/transparency and writes the topic in the circle

� Students share their questions and teacher records them on spokes around the circle

Sampson, Sampson, & Linek, 1994

62

Circle of Questions (cont’d)

� Questions are examined by the whole class and placed in categories

� Groups select categories in which to become expert

� Students use the questions that are in their category and use the text to answer them

� Answers are recorded by students � Groups share their answers

Sampson, Sampson, & Linek, 1994

Pennsylvania

Rooney, 1998

63

topogra

phy?

When did it become a

Howmany

tat

?

portsteams?

he flag look like? What are the natural

resources?

What arethe Na i

Landmarks?

Who are our State

Representatives

of the senate?

presentatives

of

fepresentatives?

onr

oe

gv

r

eh

ar

h

et a e t

o

ste par sk ?

hs t e

aWh

t i

ih

Wo

s e s

ht d

s t

a

state?

Pennsylvania

WhW

How large is our state? What states border it?

W What is the population?hl

o are our S at te

Hosu e o

R Re

What are

the

largest cities? thent o

a

Rooney, 1998

Categories

64

Categories

Geography Government Recreation Economy History

Categories

Geography

What is the topography?

What states border it?

What are the largest cities?

Government

Who is the Governor?

Who are the State representatives to the Senate?

Who are the State representatives to the House of Representatives?

Recreation

How many state parks?

What are the sports teams?

Economy

What are the natural resources?

What is the population?

History

When did it become a state?

What are the National landmarks?

65

SQ3R

� S- Survey � Q- Question � R- Read � R- Recite � R- Review

Question/Answer/Relationships (QAR)

� Question Answering Strategies: � Right There –answer is in the text; answer is usually

within a single sentence � Think and Search – answer is in the text, but answer

may be found in more than one sentence or paragraph � On My Own – answer is not in the text, and answer is

generated from background knowledge � Writer and Me- answer is not in the text, but reader

requires the information provided in text to answer the question

Raphael, 1984

66

QAR Teaching Procedure

� Teacher provides the questions and the answers to the questions. Students provide the QAR label and the reason why the label is appropriate

� Teacher provides the questions. Students provide the answers, the QAR label, and the reason why the label is appropriate

� Students develop and ask the questions, answer the questions, supply the QAR label, and the reason why the label is appropriate

Dimino, 2000

QAR Teaching Procedure (cont’d)

� Teacher provides the questions, the answers to the questions, the QAR label and the reason why the label is appropriate

� Teacher provides the questions, the answers to the questions, the QAR label and the students give the reason why the label is appropriate

Dimino, 2000

67

QAR Prompt Sheet Types of QAR: � Right there � Think and search � Author and you � On your own

QAR Question

QAR Activity Types of QAR: � Right there � Think and search � Author and you � On your own

QAR Question

Do you know someone who sets out to solve his problems like Mike? Explain yes or no. What grade was Mike starting in the Fall?

Who were all the people who helped Mike get his bike? What’s a problem you’ve had to solve?

68

QAR Activity Types of QAR: � Right there � Think and search � Author and you � On your own

QAR Question

Author and you Do you know someone who sets out to solve his problems like Mike? Explain yes or no.

Right there What grade was Mike starting in the Fall?

Think and Search Who were all the people who helped Mike get his bike?

On your own What’s a problem you’ve had to solve?

Generating Questions

� Strategies for Teaching Students the Cognitive Strategy of Asking Questions � Procedural Prompts � List of Question Stems � Think Alouds � Anticipate Potential Difficulties � Regulate the Difficulty of Material

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Reciprocal Teaching Strategy

� Clarifying � Generating questions � Predicting � Summarizing

Reciprocal Teaching Strategy

� Stages of Reciprocal Teaching � Teacher Demonstration � Guided Practice with Corrective Feedback � Teacher – Student Groups � Student Groups � Student Self Regulation with Corrective

Feedback

70

During and After Reading Strategy

� Consider text organization � Summarize text � Check understanding � Use fix-up strategies

Neufeld, 2005

Post-Reading Strategies

71

Features of Post-Reading Strategies

� Check purpose, goals, and predictions � Return to text selectively � Connect ideas to previous knowledge � Summarize meaning � Extend reading through discussion and

writing

Purpose of Summarization

� To understand the main idea � To understand the supporting details � To condense information for remembering

72

Summarization Strategy

� Delete trivial information � Delete redundant information � Use single category label to replace list of

smaller items/actions � Summarize paragraphs—select topic

sentences or, if there are none, invent them

Stewart & Tei, 1983; Tei & Stewart, 1985

Summarization Strategy

� Read the text material � Create a semantic map � Turn the map into a formal outline � Use the major headings of the outline to

write a summary

Marshall, 1988

73

Summarization Checklist

� Used by students to judge qualities of summaries

� Used by teachers to monitor student progress

3-2-1 Strategy

� Allows students to summarize key ideas in text

� Allows students to provide information on interesting ideas in text

� Allows students to ask question that they have about the text

74

3-2-1 Strategy

3 things you learned

2 interesting things you discovered

1 question that you still have

Paraphrasing Strategy: RAP

� Read a paragraph � Ask yourself, “What were the main ideas

and details of this paragraph?” � Put the main idea and details in your ow

words.

Schumaker, Denton, and Deshler, 1984

75


� Rules for finding main idea � Look for it in the first sentence of the paragraph � Look for repetitions of the same word or words

in the whole paragraph


� Criteria for generating paraphrase � Must contain a complete thought and have a

subject and verb � Must be accurate � Must make sense � Must contain useful information � Must be in your own words � Only one general statement per paragraph is

allowed

76

Conclusions

� Well presented physical text facilitatesreading comprehension

� Text structure and student awareness of text structure are highly related to readingcomprehension

� Explicit instruction in the physical presentation of text facilitates readingcomprehension

� Explicit instruction of text structure facilitates reading comprehension

Resources � Fuchs, D., Mathes, P. G., & Fuchs, L. S. (n.d.). Peer-

Assisted Learning Strategies: Reading Methods for Grades 2-6. Washington, DC: Office of Special Education Programs, U.S. Department of Education and the National Institute of Child Health and Human Development.

� Rooney, K. (1998). Independent Strategies for Efficient Study. Richmond, VA: Educational Enterprises, Inc.

� Rosenshine, B. (1996). Advances in research on instruction. In J. W. Lloyd, E. J. Kameanui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 197-221). Mahwah, NJ: Erlbaum. [Online]. Available: http://epaa.asu.edu/barak.barak.html.

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http://epaa.asu.edu/barak.barak.html

Resources � Buehl, D. ((2001). Classroom Strategies for Interactive

Learning (2nd ed.). International Reading Association, Inc.

� Carnine, D. W., Silbert, J., & Kameenui, E. J. (1997). Direct instruction reading (3rd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Websites

� www.interventioncentral.org

� www.nationalreadingpanel.org

� www.pattan.k12.pa.us

� www.readingquest.org

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