Dr E. Lugo Morales1 * the ability to understand information presented in written form. *...
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Transcript of Dr E. Lugo Morales1 * the ability to understand information presented in written form. *...
Dr E. Lugo Morales 2
* Reasons for Lack of Comprehension
Five reasons for lack of reading comprehension are listed below (the first four are from Twining, 1991).
• Failure to understand a word • Failure to understand a sentence • Failure to understand how
sentences relate to one another • Failure to understand how the
information fits together in a meaningful way (organization)
• Lack of interest or concentration
http://www.muskingum.edu/~cal/database/general/reading.html#BGMenu
Dr E. Lugo Morales 4
* Metacognitive Behaviors of Good and Poor Readers
GOOD OR MATURE READERS POOR OR IMMATURE READERS
BEFORE READING
Activate prior knowledge
Understand task and set purpose
Choose appropriate strategies
Start reading without preparation
Read without knowing why
Read without considering how to approach the material
AFTER READING
Reflect on what was read
Feel success is a result of effort
Summarize major ideas
Seek additional information from outside sources
Stop reading and thinking
Feel success is a result of luck
Students with good versus poor reading skills demonstrate distinct cognitive behaviors before, during, and after reading an assignment. The following chart from Cook (1989) summarizes these behaviors.
Dr E. Lugo Morales 5
* Metacognitive Behaviors of Good and Poor Readers
GOOD OR MATURE READERS POOR OR IMMATURE READERS
DURING READING
Focus attention
Anticipate and predict
Use fix-up strategies when lack of understanding occurs
Use contextual analysis to understand new terms
Use text structure to assist comprehension
Organize and integrate new information
Self-monitor comprehension by ...
o knowing comprehension is occurring
o knowing what is being understood
• Are easily distracted
Read to get done
Do not know what to do when lack of understanding occurs
Do not recognize important vocabulary
Do not see any organization
Add on, rather than integrate, new information
Do not realize they do not understand
Students with good versus poor reading skills demonstrate distinct cognitive behaviors before, during, and after reading an assignment. The following chart from Cook (1989) summarizes these behaviors.
Dr E. Lugo Morales 6
*Why is Schema important in Reading Comprehension?
Cook (1989: 69) states “The mind stimulated by key words or phrases in the text or by the context activates a knowledge schema.” This view clarifies that schemata are activated in one of two ways:
http://www.readingmatrix.com/articles/ajideh/article.pdf
1. New information from the outside world can be cognitively received and related to already known information stored in memory through retrieval or remembering. Inthis case, new concepts are assimilated into existing schemata which can be altered or expanded;
2. New information can be represented by new mental structures. In this case, in absence of already existing schemata, new knowledge builds up new schemata.
Dr E. Lugo Morales 7
*Tips To Help Improve Comprehension
*Essential Words
*Focus on key words in the text. Emphasize verbs and nouns only.
*Review and Summarize
* Identify the main idea of each paragraph. Develop your own summary of the chapter and compare it to the summary presented in the book.
*Make Reading More Active
*Stimulate the auditory sense by reading aloud or listening to tape recordings of the text .
*Take notes during or after reading difficult material .
*Make Reading Interactive
*Work with another student. Read to each other, and take turns summarizing sections or chapters of text.
*Relate the material to personal experiences.
Dr E. Lugo Morales 8
* Tips To Help Improve Comprehension
• Review Questions–Evaluate understanding of the material by
answering the review questions at the end of the chapter and workbooks.
–Make up your own by converting the section headings into questions.
• Words and Definitions–Look up the definitions of all unfamiliar words.–Compile a written list of unfamiliar words and
definitions.– Record the words and definitions on audio tapes
and listen to them for review. pages –Place a colored paper clip on the glossary for
quick access.
Dr E. Lugo Morales 9
*LINCS STRATEGY LINCS is a task-
specific strategy student use to learn vocabulary.
The strategy is useful in improving reading comprehension in those cases when vocabulary words are used repeatedly in the readings.
LIST the parts you need to know. Identify a term you need to know. Analyze the definition of the vocabulary word. Identify the most important parts of the definition. List the key parts of the definition you need to remember on a study card.
IMAGINE a picture. Create a picture in your mind of the term's meaning. Describe the image using real words.
NOTE a reminding "sound-alike" word. Think of a familiar word that sounds like the new term or part of the new term.
CONNECT the terms in a story. Make up a short story about the meaning of the term that uses the sound-alike word. Create an image of the story in your mind.
SELF-test.