Comprehension Chapter 7 Reader and the written text interact in reading comprehension. The reader...
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Transcript of Comprehension Chapter 7 Reader and the written text interact in reading comprehension. The reader...
Comprehension Chapter 7
Reader and the written text interact in reading comprehension. The reader
alone or the text alone does not produce meaning.
Readers use all these forms of background knowledge
• 1. Print features (letters, word parts and words)
• 2. Facts
• 3. Strategies (Rupley & Wilson)
• 4. Purpose for reading
• These factors decide the attention (focus & maintaining focus) and refining of ideas to get meaning from print. (Tierney and Pearson)
Background knowledge includes:
• 1. Word recognition, concept of print, understanding of word order and understanding of word meanings.
• 2. Content of what is being read
• 3. How the text is organized.
• (Alexander and Murphy)
Schema Theory
• How knowledge is presented and how new knowledge is integrated with a network of prior knowledge. (Everyone’s is different)
• Reading process doesn’t go from print to overall interpretation of a text in a strict order.
• Explains how we learn, modify, and use information we have gathered from experiences.
Schema Theory
• Knowledge is organized according to meaning (thesaurus) rather than according to words (dictionary).
• Many categories of schemata: places, events, jobs, ideas.
• Slots-Attributes of a schema. Details about the chair-legs, back, seat.
Schemata are considered abstract
• 1. Concepts- ideas
• 2. Actions and events-have episodes or sequential order.
• Slots are filled differently (Anderson)
Much cross referencing happens with schema
• These theories are used for artificial intelligence.
• Empty slots are always waiting to be filled.
• New learning comes when schema is modified or created.
• Inference fills many slots.
How Schemata influence comprehension
• Explains how readers use background knowledge.
• Students may not have background for world politics or economics or England in 1200.
• Student may have the experience but not the language: The magistrate chastised them for the brouhaha.
Schemata Influence on Comprehension
• Students may have used schemata but come up with a different idea than the one intended by the author.
• Social and cultural factors affect schemata-• Readers from different cultures give different meaning to
the same text.• Students had difficulty answering questions about text
from a different culture than their own.• When the reader’s culture is mismatched with the culture
of the text, meaning is lost.
Implications of Schema Theory
• Using this knowledge to teach:– Make sure the reading is within the background
experience of the child.– Activate the background knowledge before
reading. Discuss, map words, give a purpose for reading, give study questions, pre-read questions.
Using schema theory to teach
• Develop background knowledge for new information: field trips, filmstrips, videos, pictures, guest speakers. Discuss new words, connect known concepts with new ones. Especially important in the content areas of science and social studies.
• Think aloud for students to relate new text to familiar ideas.
• Monitor student’s progress to see that they are matching new meaning to old ideas.
Bridges between new ideas and familiar ideas.
• Repeated interactions with content build these bridges.
• Hypothesis are used to confirm or reject ideas from the new text.
• Comprehension is the synthesis of these hypothesis that builds the meaning.
Metacognition
• Knowing if you know.
• Readers monitor their comprehension and know when it breaks down.
• Good readers know how to repair meaning.
Teachers should:
• Model how to check, monitor, and test hypotheses.
• Decoding and comprehension are both important parts of a literacy program.
• Teaching strategies, monitoring comprehension and providing opportunities to apply these strategies are major features of teaching literacy.
What to teach:
• Old research provided a set of skills to teach
• This list of skills is not enough.
• Dole says these are points should be taught as part of the curriculum of comprehension:– Decide what it important and what isn’t
(FILTER) Text structure and organization helps with this skill. (Fine print)
Dole (cont.)
• Summarizing Information-allows reader to sort through large pieces of text.
• This is developmental. Young children can summarize a simple plot, but can’t do sections of a longer story.
Dole(cont.)
• Drawing Inferences: Learn to fill in the gaps.
• Ask questions of the text: Children K-5 are able to ask predictive questions about a story to gain the author’s purpose for the piece.
Monitoring Comprehension
• Good readers do this unconsciously in order to repair lost meaning.
• Metacognition is paying attention to your own understanding and applying fix it strategies when necessary.
Questioning Strategies
• Teachers must choose the right questions to help students with comprehension. This makes the students pay attention to the important aspects of the text.
• Questions help to tie background knowledge to new text.
• Pre-reading questions help students to focus their attention on literal meaning of the text.
Inferential Questions
• Students must fill in their background knowledge to deduce meaning. What do you think will happen next?
• Teacher questions usually focus on the knowledge or facts from the text.
• Find a turning point in the story and ask, What will happen next? Why do you think so? Check this prediction. Follow up activities help with reflection on the story