Comprehension-Development LAC session pp

Comprehension-Development_LAC.pptx

1. CENTRAL LUZON STATE UNIVERSITY Science City of Munoz, Nueva Ecija

2. Innovation, Remediation, Enrichment Across Comprehension Levels Marites D. Antonio Faculty, College of Education

3. Objectives Revisit fundamental principles and theories in comprehension skills development Relate comprehension strategies to current classroom practices Visualize instructional plan for developing comprehension skills

4. Comprehension defined “ Comprehension is understanding what you read ”

5. Comprehension defined “Comprehension involves interacting with text in various ways.”

6. Comprehension

7. Comprehension Top down comprehension Bottom up comprehension Interactive comprehension Words formed into phrases Phrases are formed into ideas Require knowledge of syntax and grammar

8. Comprehension Top down comprehension Bottom up comprehension Interactive comprehension Words formed into phrases Phrases are formed into ideas Require knowledge of syntax and grammar Reader has knowledge on the general topic of the text and can identify lower level information about the text.

9. Comprehension Top down comprehension Bottom up comprehension Interactive model mastery of sub-domains text type

10. “…reading as simultaneously extracting and constructing meaning through interaction and involvement with written language.”

11. Atkinson & Schifrin's model of information processing

12. “Comprehension requires basic decoding skills and fluency ”

13. Reading Comprehension: Its Nature and Development Figure by: John R. Kirby (2007)

14. Sub-domains/ EGRA K to 12 Language Arts Domains (2016) Book and Print Knowledge Oral Language Book and Print Knowledge Letter Name Knowledge Alphabet Knowledge Letter Sound Knowledge Phonological Awareness Initial Sound Discrimination Non-word Reading Phonics and Word Recognition Oral Reading Fluency Passage Fluency Oral Reading Comprehension Dictation Spelling Writing and Composition Grammar Awareness and Structure Vocabulary Development Reading Comprehension ( Schema & Prior Knowledge, Strategies, Narrative & Informational Text)

15. Based on the given premises, can we now define processes involved in developing the comprehension skill? Interest motivation

16. Comprehension entails three elements:

17. READER Characteristics of Good Readers ( Michael Pressley, 2001) Gain an overview of the text before reading Make predictions about the upcoming text Read selectively based on their overview of the text Associate ideas in text with what they already know Note whether their predictions and expectations about the text content are met Revise their prior knowledge when compelling new ideas conflicting with prior knowledge are encountered

18. READER Characteristics of Good Readers ( Michael Pressley, 2001) Aware of why they are reading the text. Figure out the meanings of unfamiliar vocabulary based on the context clues Underline and reread and make notes and paraphrase to remember important points Interpret the text Evaluate its quality Review important points as they conclude the reading Think about how ideas encountered in the text might be used in the future

19. TEXT Choosing Materials Basic decoding skills are required for comprehension, it is important to consider the readability level/decoding ability Knowledge of word meaning and the difficulty level of words Learner’s background knowledge , experiences , and interests Learning goals

20. ACTIVITY In considering the activity, we include the purposes, processes, and consequences associated with the act of reading (Snow, C.E., 2002) Purpose of Reading

21. Classroom Practices in Developing Comprehension Across Levels

22. Implementation of Reading Intervention, Monitoring Problem/Root Cause and Intervention Plan Initial Assessment/Diagnosis Evaluation Constructive Alignment

23. Initial Diagnosis: Comprehension Breakdowns Evidence suggests that many readers (young, older and perhaps low-literate adults as well) are not aware that they have a comprehension problem. Does a reader know that he/she has a comprehension problem? “both young and mature readers failed to detect logical and semantic inconsistencies in the text ” ( Markman , 1977, 1981, as cited in NICHD, 2000, p.4-39).

24. Initial Diagnosis: Comprehension Breakdowns Evidence suggests that many readers (young, older and perhaps low-literate adults as well) are not aware that they have a comprehension problem. Does a reader know that he/she has a comprehension problem? “both young and mature readers failed to detect logical and semantic inconsistencies in the text ” ( Markman , 1977, 1981, as cited in NICHD, 2000, p.4-39). “after a listening activity of three or four samples of explicitly contradictory texts were read to them, 25 to 40% of the children failed to notice the inconsistencies most of the time. They thought they understood the material and did not notice that it didn’t make sense ( Markman , 1979).”

25. Initial Diagnosis: Comprehension Breakdowns What are the causes of comprehension breakdowns? No clear learning goal/intentional learning No mastery of decoding skills & fluency No engagement in active learning

26. Initial Diagnosis: Comprehension Breakdowns What are the causes of comprehension breakdowns?

27. Example of Problem Tree

28. Example of Problem Tree

29. Example of Objective Tree

30. Development of reading sub-skills or literacy domains Reading Components Types of Assessment Phonological/Phonemic  Awareness     Awareness of/access to the basic sound structure of oral language, specifically accessing phonemes Phoneme Deletion: Measures how well an individual can say a word and then say what is left after omitting specific sounds Phoneme Blending: Measures how well an individual can listen to separate sounds and them put them together to make a whole world.  Phonological Decoding    The process of matching phonemes with the letters they represent and blending them together to “sound out” whole words Non-word identification tasks (accuracy) Requires accurate reading of pronounceable printed non-words (i.e. hap) presented in isolation (without a context), thus requiring use of decoding skills only.  Non-word identification tasks (efficiency) Requires identification (naming) 

31. Developmen of reading sub-skills or literacy domains Reading Components Types of Assessment Sight-Word Identification     Recognizing printed words by sight without conscious decoding, with information about pronunciation retrieved automatically. Word Identification Tasks (accuracy): Requires reading of real printed words presented in isolation  (without a context), thus requiring use of visual/spelling information only Word identification tasks (efficiency): Requires identification (naming) of lists of real words within a fixed time limit; lists typically ordered from simple and frequent to more complex, infrequent words. Reading Fluency    Accurate reading at the fastest rate that allows for the deepest understanding, with little conscious attention to reading mechanics such as decoding. Passage reading rate and accuracy: Measured as the time in seconds it takes to read a passage combined with accuracy of reading Sentence reading fluency:  Measured as the number of correct responses to the true/false sentence statements within a time limit

32. Development of reading sub-skills or literacy domains Reading Components Types of Assessment Vocabulary     Knowledge of word meanings Expressive vocabulary: Tasks often require naming  objects or pictures of objects (recognition of the object/picture and matching to appropriate word). Receptive vocabulary: Task may require listening to a spoken word or identifying the picture or drawing that best captures the meaning of the word. Also measured by selecting a synonym or antonym for vocabulary term presented in a sentence or phrase . Reading Comprehension    The process of extracting and constructing meaning through active involvement with text. Passage comprehension tasks: Cloze assessment task requires identification of key words missing from passages. Also measured by appropriateness of responses to questions about the content of the story read by the individual, with questions in multiple choice format or asked and answered orally. 

33. Ang Daga Pumunta sa lawa si Tito. Kasama niya si Lina sa lawa . Malayo ang lawa . Nakita nila ang palaka sa lawa . Nakita nila ang bibe sa lawa . Nakita rin nila ang buwaya . Naku ! Ang laki ng buwaya ! Si Mila Si Mila ay nakatira sa bukid . Maraming hayop sa bukid . Marami ring halaman sa bukid . Maraming alagang hayop si Mila. May alagang baboy si Mila. May alaga din siyang baka at kambing . Sa mga hayop niya , ang manok niya ang kanyang paborito . Tiko ang pangalan ng manok niya . Si Tiko ay kulay pula at puti . Siya ang gumigising kay Mila tuwing umaga . Masaya si mila kapag naririnig ang tialok ni Tiko .

34. Teaching Comprehension Strategy Teaching is composed of learning activities that are planned and organized, following a step-by-step procedure , and directed to the pursuance of a desired learning goal . Approach/Strategy

35. Comprehension Strategies for Readers This is a collection of strategies to develop metacognitive abilities in readers to help them think about their own thinking. Using this techniques, readers learn how to: actively monitor their understanding, identify specific problems when comprehension breaks down, and takes steps to solve their comprehension problems.

36. Comprehension Strategies for Readers . Source: Fostering Metacognition to Support Student Learning and Performance Stanton, Sebesta , & Dunlosky (2021)

37. Actively constructing meaning Comprehension Strategies for Readers These are some strategies that readers apply to construct meaning from text. Teacher must use appropriate instructional strategies to enable the learners to use these comprehension strategies .

38. Comprehension Strategies for Readers You read a passage to the learners and think aloud how you process the information (Davey, 1983, Kibby , n.d . ) When you run into problems, you express your confusion and talk through your thinking as you solve the problems

39. Comprehension Strategies for Readers Direction: The teacher reads aloud (in italics) and thinks aloud (in brackets). There were three main causes for the uprising. [Ok, I’ll be looking for the three causes.] First and most important was the economic situation in the country. [That’s number one, the economic situation.] (Reading on-further details) There was also a popular movement gaining strength that centered on a young leader, etc. [ Is that number two? Hmm, I’m not sure, I’d better read on to check.] (Reading on) It’s clear the uprising was rooted in recent, if not ancient history, as explained by journalist Browne, etc. [Wait a minute. This is almost the end. Did I miss the third cause? I guess I had better read it again.] (Re-reading)

40. Comprehension Strategies for Readers Stopping to reread or re-state a difficulty section, summarizing long sentences, putting in your own words Looking back in the text to locate the person or thing that a pronoun refer to

41. Comprehension Strategies for Readers Looking back in the text to locate the person or thing that a pronoun refer to Using various strategies to identify or determine the meaning of an unknown word.

42. Comprehension Strategies for Readers Using various strategies to identify or determine the meaning of an unknown word.

43. Comprehension Strategies for Readers Using various strategies to identify or determine the meaning of an unknown word.

44. Comprehension Strategies for Readers Instructional Strategy in teaching graphic organizers Select graphic tools that match your instructional objectives Begin by demonstrating how to use it with an article or story the class has read. In multi-level class, you might try to tape recording the material or read it to non-readers so that everyone has experienced the same text and all are able to participate.

45. Comprehension Strategies for Readers Be sure to start with a simple organizer and explain the purpose of the tool and when to use it. Then have the whole group compose of one graphic organizer ( with individuals suggesting entries) Then assemble small groups/pairs and ask them to use the graphic organizer while you observe and assist.

46. Comprehension Strategies for Readers Grouped should work on material they can read easily or use a taped reading. Finally, when you see learners are using the strategy correctly and comfortably, then use the activity as routine or drill, as variation. Examples of graphic organizers: KWL Chart, Tables, Semantic Map/Web, Timelines, Fishbone/Herringbone

47. Comprehension Strategies for Readers To introduce the strategy, you ay begin with the five questions (5Ws) that represent the basic story elements (NICHD, 2002, p 4-91) 1. Who is the main character? 2. When and where did the story occur? 3. What did the main character(s) do? 4. How did the story end? 5. How did the main character feel?

48. Comprehension Strategies for Readers You should begin with a story that class has read and demonstrate the question and answer activity for them. Then the whole class might practice going through the process with another story. Learners also could practice this strategy in pairs To make the analysis of the story more concrete , you could have the learners construct story map.

49. Comprehension Strategies for Readers For struggling readers, you can have them read a story in sections (introduction, body, and conclusion), and then ask questions about main character, and setting, record the answer on cards, and line up the cards under the appropriate story sections.

50. Sample Activity to Introduce Comprehension M o nitoring Strategy Direction: Introduce the strategies by explaining how they work and why they are useful. Model the strategies by reading and thinking aloud Demonstrate how to stop at every paragraph and restate what’s been read Show how to use the coding to mark the text to reflect your comprehension and understanding problems Assign a reading selection to the learners ask them to practice stopping after each paragraph, restating, and using the code to mark the text.

51. Sample Activity to Introduce Comprehension M o nitoring Strategy 6. Pair learners who have read the same selection and ask them to discussed what they have learned from the article and to share their experience with strategies. 7. Circulate and note the problems and solutions they discuss for use in future planning. 8. In large group, ask learners to react to their practice with strategies . How helpful were they? Were there problems? Did it help to talk about the selection with their partner?

52. Maraming salamat po!

53. References (PDF) Reading Comprehension: Its Nature and Development. ( n.d .). Retrieved from ResearchGate website: https://www.researchgate.net/publication/242598620_Reading_Comprehension_Its_Nature_and_Development McShane , S. (2005).  Applying research in reading instruction for adults . Washington, D.C.: United States National Institute for Literacy. Early Grade Reading Assessment (EGRA) Toolkit: Second Edition | SharEd . ( n.d .). Shared.rti.org. https://shared.rti.org/content/early-grade-reading-assessment-egra-toolkit-second-edition K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade 10) . (2016). https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf Stanton, J. D., Sebesta , A. J., & Dunlosky , J. (2021). Fostering Metacognition to Support Student Learning and Performance.  CBE—Life Sciences Education ,  20 (2). https://doi.org/10.1187/cbe.20-12-0289

54. CENTRAL LUZON STATE UNIVERSITY Science City of Munoz, Nueva Ecija