Reading Comprehension: An Interactive Process

Chapter 7

Cohen and Cowan

Key Terms

• Schemata• Schema theory• Self-monitoring• Metacognition• Story structure• Literal comprehension• Interpretive comp.• Creative comp.

• Scaffolding• SQ3R• DRTA• fluency

Focus Questions

1. What is reading comprehension?

2. What is fluency? How is it developed?

3. What are comprehension strategies?

4. What are the 3 types of comprehension questions?

Key Question

How can you promote comprehension in a literacy classroom and motivate students to read text?

Levels of Comprehension

1. Literal (surface)

2. Inferential (analyzing information and synthesizing the meaning into a deeper meaning)

Comprehension strategies

• … procedures to guide students to be aware of how well they comprehend what they are reading

SCHEMA THEORY

What is Fluency?

automaticity

prediction

flexibility

Self-monitoring

5 Pillars of Reading Instruction

• Phonological awareness

• Phonics

• Vocabulary

• Fluency

• Comprehension

Metacognitive Strategies

“thinking

about

thinking”

Graphic & semantic organizers

Help to ….

Organize, classify and structure information

Story Maps

Story Map (summarizing)

Setting

Characters

Problem

Action Outcome

Theme

Sequencing Events

Early organization strategy

Comprehesion Questions

• Literal

1. Interpretive

2. Creative

15

Literal Questions

• Lower level

• No analysis or application

• No inferences

• No restructuring of information

• Bloom’s Level 1 (or 2)

Interpretive

• Recognize alternatives not stated specifically

• Draw inferences/ implied

• Fact vs. Opinion

• More than one part of text

• Usually involve re-reading

Creative

• Relate information to own background or experiences - make a judgment

• Examples: “If you were the main character….”

“If you had the same chance…”

“….what would you have done?”

Scaffolding

• Pre-reading• During-Reading

Guided reading

Teacher modeling

• Post-reading

Pre-reading

• Activate prior knowledge

• Build new• Vocabulary• Motivation• Predicting• Pre-questioning• Direction setting

During Reading

1. Mapping/ graphic organizers2. Guided Reading3. Teacher Modeling4. Modifying text5. Making connections

Text-to-textText-to-selfText-to-world

Post-reading

Reflections, writing and activities

about

the reading experience

SQ3R

• Survey• Question• Read• Retell• Review

• DRTA– Directed reading -

thinking activity

• Predict• Read• Write about• Review and

summrize

QAR

2 Question-AnswerRelationships:

“in the book”“In my head”