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Effective Comprehension Instruction. Engaging Readers Through Effective Inquiry and Discussion . Reading is primarily about comprehension and thinking. Oral reading of the round-robin type interferes with this complex, meaning-oriented process.
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Effective Comprehension Instruction Engaging Readers Through Effective Inquiry and Discussion
Reading is primarily about comprehension and thinking. Oral reading of the round-robin type interferes with this complex, meaning-oriented process.
The meaning does not reside in the text, waiting to be plucked out. The text provides information; the reader, interacting with the text, generates the meaning.
Students must have opportunities to talk things through. Giving brief answers to teacher questions does not adequately develop leaners’ understanding.
Classrooms interactions, which are part of the culture of the classroom, have as much impact on student learning as the content of the curriculum.
Comprehension is complex not only because of the nature of the reader-text interaction but also because the process is influenced by the context in which the reading occurs and the actions of whoever guides the reader.
The Characteristics of Skilled Readers: • Skilled readers are constructive • Skilled readers are fluent and efficient • Skilled readers are strategic • Skilled readers are motivated • Reading is a lifelong process
From Theory to Practice: Seven Essential Ideas to Inform Reading Instruction • Comprehension is a process of constructing meaning • The leaner’s prior knowledge is an essential component of comprehension • The learner’s purposes and expectations are critical elements of comprehension • Comprehension is a dynamic process • Collaboration enhances comprehension • Effective readers are metacognitive • Learners are disposed to make sense of their world
The Power of StorySupporting Students’ Reading of Narrative Texts
What Do You Think? • ___ The anticipation or prediction of upcoming story events motivates students and enhances their comprehension. • ___ It is normal for several students to read the same story and generate different interpretations. • ___ Extensive preparation before reading enhances students’ understanding of a narrative text. • ___ A strong emphasis on explicit instruction in skills and strategies is a major priority when the goal is developing critical and thoughtful readers.
Discussion Questions: The Wager • What was the most interesting or memorable part of this story to you? Why did you find that part especially interesting? • What is this story really all about? • What part of the story can you visualize most clearly? What part is most vivid to you? • What did you notice about how the author told this story? • What are the interesting words or phrases from the story that you want to talk about?
From Theory to Practice: Seven Essential Ideas to Inform Reading Instruction • Comprehension is a process of constructing meaning • The leaner’s prior knowledge is an essential component of comprehension • The learner’s purposes and expectations are critical elements of comprehension • Comprehension is a dynamic process • Collaboration enhances comprehension • Effective readers are metacognitive • Learners are disposed to make sense of their world
Pauses during reading are like the pauses painters or writers take: Stepping back to reflect is part of the process of constructing meaning.
Beyond the earliest stages of emergent literacy, silent reading takes the attention off performance and places it on comprehension.
After Reading: Reflecting & Responding Questions invited students to respond on these dimensions: • Interpretive • Thematic • Visual/Imaginative • Writer’s Craft
Other dimensions to invite students to respond to: • Analogical • Metacognitive • Moral/Ethical • Intertextual • Elaborative
The Power of InquirySupporting Students’ Reading of Informational Texts When do readers choose to read informational text
What Do You Know? • ___ Prior knowledge is a critical factor in the successful reading of informational text. • ___ A student’s misconceptions about a text should be minimized or corrected before the student reads an informational text about the topic. • ___ Allowing students to share their misconceptions with peers may inhibit the comprehension and learning of the other students.
When do readers choose to read informational text • When they have questions to answer • They may be interested in specific facts, a solution to problem, a new perspective, or an understanding of a complex process. • They have either generated the questions themselves or have become interested in questions raised by others.
Reflecting on the Power of Inquiry • Activate prior knowledge • Stimulate critical thinking • Invite hypotheses • Encourage discussion and debate
Because students’ prior knowledge is complex and imperfect, just asking them what they know is not enough. They must also be encouraged to think critically about their ideas.
When students are about to learn something new, allowing them to voice incorrect information with impunity helps build a healthy psychological climate for learning.
It’s not remarkable that the sensation of surprise—strongest when a hypothesis turns out to be wrong—helps to fix information in memory.
Use of Anticipation Guides Teacher: Here are some statements to think about. Discuss each one in your groups and decide if you agree or disagree and why. • ___ If you put a potato in the ground, a plant will grow. • ___ A potato plant has flowers. • ___ Bees help potatoes grow fruit. • ___ We eat the part of the potato plant that is called the root. • ___ To grow a potato, you must plant potato seeds.
Thoughtful discussion is essential if students are to become primed to learn more.
Hypothesizing with Key Words Nibs ferment winnow roast molds beans pods rollers blend
Six Postreading Questions: Informational Text • Which of our questions did we answer? • What questions have we not answered an what new questions have we raised? • What else did we learn that we didn’t talk about or didn't have questions about? • What was the most surprising or interesting thing you learned from reading? • What was the most important thing we learned today? • What do you know now that you didn’t know before?
Asking about the most surprising or interesting details invites an aesthetic response to informational text.
Supporting the Spirit of Inquiry: The Essential Role of the Teacher • Their highest priority is thinking • They elicit and pose effective questions • They guide students to evaluate their own thinking • They do not give anything away • The set a tone of genuine inquiry
Facilitating effective discussions before and after reading requires considerable skill; it cannot be scripted.
Predicting is appropriate for narrative texts because it involves forecasting events. Hypothesizing is appropriate for informational texts because it involves generating tentative statements that can be confirmed or refuted by reading.
When Students Do the Talking • Talking is a primary vehicle for constructing meaning • Productive discussions enhance retention • Discussion shapes cognition • Collaboration efforts enhance the breadth and depth of comprehension • When students note how others respond in discussion, their capacities for thinking improve
When Students Do the Talking • When students have frequent chances to share different perspectives, they become psychologically comfortable with complexity • Effective student-to-student interactions shift the focal point away from the teacher • Discussions change the culture of the classroom • Productive discussions give students valuable practice with skillful communication
How to Build Students’ Capacity for Discussion • Pause for talk • Use conversational protocols • Structure collaborations • Encourage differences of opinion • Promote question asking • Vary group configurations
