1 / 123

“A book for two”

“A book for two”. Blending reading comprehension strategy instruction and peer tutoring. Overview of the workshop. Introduction Background Innovative peer tutoring program Research At work …. Introduction. Getting acquainted …. Participants of the workshop Primary school teachers

elam
Télécharger la présentation

“A book for two”

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. “A book for two” Blending reading comprehension strategy instruction and peer tutoring

  2. Overview of the workshop • Introduction • Background • Innovative peer tutoring program • Research • At work …

  3. Introduction

  4. Getting acquainted … • Participants of the workshop • Primary school teachers • Project team members • Postgraduate students • Department of educational studies

  5. Department of educational studies http://www.onderwijskunde.ugent.be/en/index.htm

  6. Department of educational studies • http://www.onderwijskunde.ugent.be/en/cv_vankeer.htm

  7. Getting acquainted … some questions • How satisfied are you about the general language teaching and language policy in your school/country? • How satisfied are you about the actual reading comprehension instruction in your class/school/country? 0 10

  8. Getting acquainted … points of view • In reading comprehension instruction it is important to give students a lot of reading opportunities. Only in this way they can develop their reading skills. • Reading comprehension is essentially an individual matter. The students have to learn to read with understanding themselves. • The main task of the teacher in reading comprehension classes is to evaluate the students’ understanding of texts.

  9. Background

  10. Reading • is important in our society • is consequently one of the most important learning processes in primary school • is however not trouble-free for all children • Persistent problems with reading comprehension

  11. Misunderstandings regarding reading • If children are able to decode words, they understand the meaning of the written information

  12. Comprehension versus decoding?

  13. Buzz session • If reading is more than decoding, what other components are essential reading skills?

  14. Reading components • Alphabetics • Fluency • Vocabulary • Comprehension

  15. Definition comprehension • Discovering the meaning and intention behind written words, sentences, and texts. • (Aarnoutse & Van Leeuwe, 2000)

  16. Buzz session • Discovering the meaning and intention behind written words, sentences, and texts. • What exactly does that mean? • Let’s unravel! • Read the article “What is evidence-based reading instruction?”. • Make sure you can react on questions about it.

  17. Buzz session • Let’s unravel! • What exactly did you do while reading and trying to understand the text?

  18. Reading strategies Monitor & regulate Reading process Before After

  19. Reading strategies Monitor & regulate Reading process Before After

  20. Reading strategies Monitor & regulate Reading strategies Reading process Before After

  21. (Meta)cognitive processes • Reading strategies: Series of planned cognitive activities, purposefully used by the reader to understand a text better (Aarnoutse & Verhoeven, 2003). • Metacognitive processes: Processes that have the reading act and the understanding of the text as object: steering, monitoring, and regulating reading behavior and understanding

  22. (Meta)cognitive processes • Reading strategieën: Series of planned cognitive activities, purposefully used by the reader to understand a text better (Aarnoutse & Verhoeven, 2003). • Metacognitive processes: Processes that have the reading act and the understanding of the text as object: steering, monitoring and regulating reading behavior and understanding • Before: Aim: preparing for reading the text • E.g. determining reading aim, tuning reading approach, activating prior knowledge, … • During: Aim: monitoring & regulating understanding • E.g. predicting, distinguishing main and side issues, structuring, schematizing, adapting reading pace, reflection on key words, … • After: Aim: evaluating understanding • E.g. reading aim reached?, integrating new knowledge, summarizing, …

  23. Buzz session • Let’s go back to the text and the mentioned reading strategies. • Categorize your applied reading strategies into strategies before, during, or after reading.

  24. Misunderstandings regarding reading • If children are able to decode words, they understand the meaning of the written information • All students ‘discover’ (meta)cognitive reading strategies as tools for enhancing reading comprehension

  25. Misunderstandings regarding reading • If children are able to decode words, they understand the meaning of the written information • All students ‘discover’ (meta)cognitive reading strategies as tools for enhancing reading comprehension • The teacher’s role in reading comprehension instruction is limited to evaluating text understanding

  26. Traditional reading comprehension instruction • Students read a text • Teacher asks questions related to the content • Students answer the questions • Teacher evaluates the answers • Hardly no instruction! • Only 1% of the time related to reading comprehension instruction Product-oriented reading instruction

  27. Reading comprehension instruction • Needs more • activity • interaction • engagement • of the students Process-oriented reading instruction

  28. Causes of reading comprehension difficulties • Characteristics of the reader • Characteristics of the text • Characteristics of the context • Didactics

  29. Characteristics of the reader • Other reading components (alphabetics, fluency, vocabulary) • Prior knowledge • About the content of the text • Linguistic knowledge • Knowledge of strategies • WHAT: declarative knowledge • HOW: procedural knowledge • WHEN/WHY: conditional knowledge • Interest • Motivation • Self-efficacy

  30. Characteristics of the text • Difficulty • Type of text • Length • Structure • Predictability • Target group • Close versus far from the students’ interest

  31. Characteristics of the context • Task pressure • Time available • Setting • Noisiness • …

  32. Didactics • Product-oriented • Correct answer on questions regarding content • Mainly evaluation, seldom instruction • (Aarnoutse & Verhoeven, 2003) • Process-oriented • Reading strategies • Instruction: explaining, modeling, discussing • (Aarnoutse & Verhoeven, 2003)

  33. Important elements in process-oriented reading instruction • Explicit instruction in reading strategies • Focus on (peer-led) interaction about texts

  34. Explicit reading strategies instruction • Explicit strategy instruction is effective in teaching students to apply reading strategies (e.g., De Corte et al., 2001; Pressley, 2000; National Reading Panel, 2000; Van Keer, 2004) • Via scaffolding to self-regulation • Combining different strategies: transfer effect “True self-regulation is the product of years of literacy experiences” (Brown et al., 1996)

  35. Steps of explicit strategies instruction • Teacher explains what the strategy consists of. • Teacher explains why this strategy is important. • Teacher explains when to use the strategy in actual reading. • Teacher models how to perform the strategy in an actual context (e.g. by doing a think-aloud using a real text) while students observe. • Teacher guides learner practice. • Work through increasingly challenging examples using authentic texts • Teacher gradually releases responsibility to the students • Students independently use the strategy as they pursue their own reading and projects. I do we do you do

  36. Buzz session • Have a look at the video concerning “explicit instruction”: http://www.youtube.com/watch?v=N9leUP-yrW8&feature=related • How do they define explicit instruction? • Why is it important? • What are the preconditions?

  37. Buzz session • Have a look at the video concerning a lesson about “making a summary”: http://www.youtube.com/watch?v=6h4q-bok644&feature=related • Which approach does the teacher use? • What are the important elements in here instruction? • Link it to explicit instruction • What are the preconditions for this approach?

  38. Peer-led interaction • Peer-led interaction on reading activities promotes strategy use and comprehension • (e.g., Fuchs & Fuchs, 2000; Klingner et al., 1998) • Interaction pattern “question teacher – answer student – evaluation by teacher”  passive student • More activity of the students necessary • Collaborative learning, peer tutoring, …

  39. Collaborative learning - definition • Collaborative learning refers to a teaching strategy in which pupils work actively and purposefully together in small groups, with the aim to enhance both their own and their team mates’ learning (Ishler, Johnson, & Johnson, 1998).

  40. Collaborative learning - definition • Collaborative learning can be defined as a teaching strategy in which two or more learners are expected to depend on and be accountable for the own àndone another’slearning process (Dillenbourg 1999).

  41. Peer tutoring - definition • “a procedure in which one student teaches another student a specific skill or set of academic responses” • (Brady, 1997, p. 1)

  42. Peer tutoring - definition • “a method of cooperative learning, based on the creation of pairs of students, with an asymmetrical relation and a common, known and shared objective, which is achieved through an externally planned framework” • (Duran & Monereo, 2005, p. 181).

  43. Peer tutoring - definition • “people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching” (Topping, 1996, p. 32)

  44. Peer tutoring - variants Cross-age Same-age

  45. Theoretical background peer interaction • Piaget • interaction helps to “decenter”  other perspectives • socio-cognitive conflict • “when two contrasting world views are brought into contact, this is likely to stimulate some cognitive restructuring, learning, and improved understanding” (Mercer, 1996)

  46. Theoretical background peer interaction • Vygotsky • Socio-cultural theory • Co-operation • transition from “interpersonal to intrapersonal functioning” • “learners having to explain ideas to each other is useful because it encourages the development of a more explicit, organized, distanced kind of understanding” (Mercer, 1996)

  47. Buzz session • A preview of peer tutoring in primary school • What are the aims the teachers pursue with a Peer Tutoring approach? • What are the broader possibilitiesof this approach? • How could you implement this approach in reading comprehension classes? • What are the difficulties you see? • Which preconditions should be taken into account?

  48. Unfortunately … • Teaching of reading strategies for developing comprehension is the exception rather than the rule • (e.g., Aarnoutse & Weterings, 1995; Dole, 2000; Pressley et al., 1998) • Student-centered interaction is anything but common practice • (e.g., Alvermann, 2000)

  49. Buzz session • Have a close look at the handbooks, instruction manuals and reading material you brought to the workshop. • To what extent is explicit instruction in reading strategies present? Illustrate with examples and counterexamples? • Which reading strategies are taught (explicitly)? Declarative, procedural, and conditional knowledge? • Which didactical approaches are used to teach the reading strategies (Thinking aloud? Modeling? …) • Are their opportunities for peer interaction? In what way? Collaborative learning? Peer tutoring? Other approaches? Illustrate with examples and counterexamples?

More Related