Reading/Story Reading/Story Comprehension: Comprehension:

Why This Skill Is So Elusive and Why This Skill Is So Elusive and How It Can Be FosteredHow It Can Be Fostered

Marion Blank, Ph.D.Marion Blank, Ph.D.Columbia University Columbia University

Developmental Neuropsychiatry Program Developmental Neuropsychiatry Program May 23, 2008May 23, 2008

Autism One: ChicagoAutism One: Chicago

Goals of PresentationGoals of Presentation

Provide the background to this vital, but Provide the background to this vital, but neglectedneglected area of language and area of language and communicationcommunication

A paradox: Often co-exists with hyperlexia A paradox: Often co-exists with hyperlexia

Comprehension problematic –even in those with high Comprehension problematic –even in those with high levels of verbal skill levels of verbal skill

Offer the model for a new programOffer the model for a new program Present the programPresent the program

Background: Background: The Invisible 800 Pound Gorilla in the The Invisible 800 Pound Gorilla in the

Intervention ClosetIntervention Closet

Language –a skill so valued that it gets a Language –a skill so valued that it gets a “pass”“pass”

Resulting in teaching that leads to:Resulting in teaching that leads to:

errors of commissionerrors of commission

errors of omissionerrors of omission

teaching the “unteachable”teaching the “unteachable”

Needed:Needed:

A Model of Language and A Model of Language and

A Model of Verbal CommunicationA Model of Verbal Communication

Components in a Model for Components in a Model for LanguageLanguage

Language is not simply words; it is an organized Language is not simply words; it is an organized SYSTEM which allows words to be combined SYSTEM which allows words to be combined

The combinations follow certain rules or patternsThe combinations follow certain rules or patterns One key set of patterns fall in the domain of One key set of patterns fall in the domain of

syntax (grammar)syntax (grammar) The basic foundation for syntax rests with two The basic foundation for syntax rests with two

classes of words: nouns & verbsclasses of words: nouns & verbs

How Issues of Syntax Transform How Issues of Syntax Transform MeaningMeaning

The The boyboy is is sitsitting.ting.The The boyboy was was sitsitting.ting.A A boyboy is not is not sitsitting.ting.The The boyboys are s are sitsitting.ting.The The boyboyss were were sitsitting.ting.Most Most boyboys are not s are not sitsitting.ting.The The boyboy is going to is going to sitsit..The The boyboy does not want to does not want to sitsit..Some Some boyboys are going to s are going to sitsit. . The The boyboys do not like s do not like sitsitting.ting.

Techniques to Enhance Techniques to Enhance Language ProductionLanguage Production

GoalGoal: to expand, build, elaborate the children’s language : to expand, build, elaborate the children’s language base so they can comprehend & produce the language base so they can comprehend & produce the language of “reading” (stories)of “reading” (stories)

Starting pointStarting point: an already established base of : an already established base of expressive language (via speaking or writing)expressive language (via speaking or writing)

MethodMethod: the key (neglected, disparaged, controversial) : the key (neglected, disparaged, controversial) technique for this expansion is technique for this expansion is sentence imitationsentence imitation

A Model for Verbal A Model for Verbal CommunicationCommunication

Communication is one of the “functions” of Communication is one of the “functions” of language— it is how we use the language language— it is how we use the language system to express & comprehend ideassystem to express & comprehend ideas

The possible taxonomy is endlessThe possible taxonomy is endless To make it manageable & coherent, the functions To make it manageable & coherent, the functions

appropriateappropriate to each domain need to be specified to each domain need to be specified Story (reading) comprehension –is one central, Story (reading) comprehension –is one central,

but complex domain but complex domain

What Makes Stories So DifficultWhat Makes Stories So Difficult

Hidden communication: reader is not aloneHidden communication: reader is not alone Reader is a responder (not an initiator)Reader is a responder (not an initiator) Language contains the complex Language contains the complex

formulations inherent to expressing the formulations inherent to expressing the “non-present” (“there and then”) “non-present” (“there and then”)

sets of connected sentencessets of connected sentences

specialized syntactic formsspecialized syntactic forms

consolidating the varied sentencesconsolidating the varied sentences into into

a “main idea”a “main idea”

The Complexity of The Complexity of Connected Text Connected Text

It was kitten’s first full It was kitten’s first full moon. moon.

When she saw it, she When she saw it, she thought, thought,

There’s a bowl of milk in There’s a bowl of milk in the sky.the sky.

And she wanted it. And she wanted it.

Kitten's First Full MoonKitten's First Full Moon Kevin Kevin HenkesHenkes

The Perceptual Complexity of The Perceptual Complexity of “Simple” Content “Simple” Content

One or more One or more characters that are characters that are simultaneously in two simultaneously in two placesplaces

(Separate placements in (Separate placements in space are deemed space are deemed equivalent to separate equivalent to separate placements in time)placements in time)

Another complexity: Use of the Another complexity: Use of the past tense to describe a “current” past tense to describe a “current”

scenescene

Another ExampleAnother Example

It was kitten’s first full It was kitten’s first full moon. moon.

When she saw it, she When she saw it, she thought, thought,

There’s a bowl of milk in There’s a bowl of milk in the sky.the sky.

And she wanted it. And she wanted it.

Kitten's First Full MoonKitten's First Full Moon Kevin Kevin HenkesHenkes

Making Comprehension Making Comprehension ComprehensibleComprehensible

Incorporating the essential features of stories Incorporating the essential features of stories while keeping the material simple while keeping the material simple

Retain sequences, but keep them Retain sequences, but keep them

as short as possible as short as possible

Retain sets of sentences but Retain sets of sentences but

keep them within child’s level of production keep them within child’s level of production

Make the sentences as redundant as Make the sentences as redundant as

possiblepossible

Who Is The Program For?Who Is The Program For?

Children Children 4 years & older who regularly produce, via 4 years & older who regularly produce, via

speakingspeaking or or writingwriting, sentences of 4 or , sentences of 4 or more words. more words.

who show the willingness & ability to who show the willingness & ability to cooperate with an adult on a regular basis cooperate with an adult on a regular basis for periods of 10 to 15 minutesfor periods of 10 to 15 minutes

who may or may not be able to readwho may or may not be able to read

Design of the ProgramDesign of the Program

Step 1 Skills AssessmentStep 1 Skills Assessment

if Module I if Module II if Module I if Module II

Step 2 Level A (Module I) Level A (Module II)Step 2 Level A (Module I) Level A (Module II)

Level Level B (Module I) Level B (Module II)B (Module I) Level B (Module II)

Assessing a Child’s Language SkillAssessing a Child’s Language Skill

This is a lady. This is a lady. This is her This is her house. house. She is at the door. She is at the door. She wants to go in. She wants to go in. She has a She has a key. key. She will use the key. She will use the key. She will open the door. She will open the door.

Assessing a Child’s Language SkillAssessing a Child’s Language Skill

This man has a lot of tools. This man has a lot of tools.

All the tools are hanging All the tools are hanging on the wall. on the wall.

Now he is reaching for one of the tools. Now he is reaching for one of the tools.

He wants a scissors because he needs He wants a scissors because he needs to cut something. to cut something.

Right now, he is reaching for the Right now, he is reaching for the scissors. scissors.

When he gets the scissors, he will use When he gets the scissors, he will use them. them.

He will use the scissors to cut some He will use the scissors to cut some plants.plants.

The Sequence of the Story The Sequence of the Story Teaching ProcessTeaching Process

The first step:The first step:

Present the verbal material (in the present Present the verbal material (in the present tense)—require child to imitate each tense)—require child to imitate each sentencesentence

A Sample Level A StoryA Sample Level A StoryModule I-Page IModule I-Page I

Here is an animalHere is an animal

He is hungry.He is hungry.

He wants to find food.He wants to find food.

He sees a hole in a tree.He sees a hole in a tree.

There is fruit in the hole.There is fruit in the hole.

He wants to get the fruit.He wants to get the fruit.

A Sample Level A StoryA Sample Level A StoryModule I-Page 2Module I-Page 2

He puts his tongue out.

Fruit is on his tongue.

He can eat the fruit.

The animal is happy.

He has food to eat.

A Sample Level A StoryA Sample Level A StoryModule II-Page 1Module II-Page 1

This animal is very hungry.This animal is very hungry.He is hoping to find some food.He is hoping to find some food.He has been searching for a long He has been searching for a long

time time But he has not found any food. But he has not found any food. Then he sees a hole in the bottom Then he sees a hole in the bottom

of a tree.of a tree.In the hole, he sees some pieces In the hole, he sees some pieces

of fruit.of fruit.He likes to eat fruit and he wants He likes to eat fruit and he wants

to get to it.to get to it.

A Sample Group A StoryA Sample Group A StoryModule II-Page 2Module II-Page 2

The animal pushed his tongue into the hole.

By doing that he got food on his tongue.

Now he is going to bring his tongue back.

Then he will eat the food he picked up.

The animal is happy because he found what he wants.

The Sequence of the Story The Sequence of the Story Teaching ProcessTeaching Process

Present the verbal material (in the present Present the verbal material (in the present tense)—require child to imitate each sentencetense)—require child to imitate each sentence

The second step: The second step:

Present a short summary of the story (in the past Present a short summary of the story (in the past tense) –then repeat leaving out key words that tense) –then repeat leaving out key words that the child has to fill in (cloze procedure)the child has to fill in (cloze procedure)

Starting the Summary ProcessStarting the Summary Process

Module IModule I

i. An animal saw food in ai. An animal saw food in a

holehole and he ate the and he ate the foodfood. .

ii. An animal saw food in aii. An animal saw food in a

_______________ _______________

and he ate the and he ate the ____________. ____________.

Module IIModule II

i. An animal found some i. An animal found some food in a food in a holehole and he ate and he ate the the foodfood..

ii. An animal found some ii. An animal found some food in a food in a

________________ ________________

and he ate the and he ate the ____________________. ____________________.

The Sequence of the Story The Sequence of the Story Teaching ProcessTeaching Process

Present the verbal material (in the present Present the verbal material (in the present tense)—require child to imitate each sentencetense)—require child to imitate each sentence

Present a short summary of the story (in the past Present a short summary of the story (in the past tense) –then repeat leaving out key words that tense) –then repeat leaving out key words that the child has to fill in (cloze procedure)the child has to fill in (cloze procedure)

The third step:The third step:

Request the complete summary from the childRequest the complete summary from the child

Requesting the Complete SummaryRequesting the Complete Summary

Criteria Criteria (i) past tense (i) past tense (ii) cover the key points(ii) cover the key points

Animal saw (found, got to) food (that was) in Animal saw (found, got to) food (that was) in a hole (place, tree)a hole (place, tree)

Animal (he, it) ate (chewed) foodAnimal (he, it) ate (chewed) food

The Value of StoriesThe Value of Stories

It is the retelling of events for the purposes of It is the retelling of events for the purposes of communication—it is at the heart of much communication—it is at the heart of much conversationconversation

It represents the ability to It represents the ability to convey,convey, in a in a meaningful, coherent account, events that have meaningful, coherent account, events that have transpired (“meaningful action patterns carried transpired (“meaningful action patterns carried out by a range of “beings” over time) out by a range of “beings” over time)

It represents the ability to It represents the ability to comprehendcomprehend accounts accounts told by others (in person, or via books)told by others (in person, or via books)

For Further InformationFor Further Information EmailEmail

info@stepstostories.cominfo@stepstostories.com