Teaching ComprehensionTeaching Comprehension Dolores Durkin did a landmark study (1978-Dolores Durkin did a landmark study (1978-

79) on teaching comprehension. She found 79) on teaching comprehension. She found a great deal of testing comprehension, but a great deal of testing comprehension, but not teaching!not teaching!

Pressley visited 4Pressley visited 4thth/5/5thth grade classes. He grade classes. He found little evidence of students being able found little evidence of students being able to self-regulate comprehension processes or to self-regulate comprehension processes or being taught strategies. being taught strategies.

Allington writes Accelerated Reader and Allington writes Accelerated Reader and Barnell Loft comprehension materials (Find Barnell Loft comprehension materials (Find the Main Idea, Levels A, B, C, etc.) provide the Main Idea, Levels A, B, C, etc.) provide anything but activities that assess student anything but activities that assess student strategy use. He calls them “assign and strategy use. He calls them “assign and assess” because there is no instruction!assess” because there is no instruction!

How can we help struggling How can we help struggling readers? readers?

Struggling readers can benefit enormously when Struggling readers can benefit enormously when we construct lessons to make the comprehension we construct lessons to make the comprehension process visible. process visible. ----demonstrations of effective strategy use (model, demonstrations of effective strategy use (model, explain, thinks aloud, shows how to “do it”)explain, thinks aloud, shows how to “do it”)

--shared demonstration (teacher suggests, supports, --shared demonstration (teacher suggests, supports, explains, responds/student listens, interacts, questions, explains, responds/student listens, interacts, questions, collaborates, responds, tries out)collaborates, responds, tries out)

--guided practice (student applies learning, takes charge, --guided practice (student applies learning, takes charge, practices, problem solves, self-corrects/teacher validates, practices, problem solves, self-corrects/teacher validates, teaches as necessary, evaluates, observes, encourages, teaches as necessary, evaluates, observes, encourages, confirms) confirms)

--independent practice (student initiates, self-monitors, --independent practice (student initiates, self-monitors, self-directs, applies learning, problem-solves, self-directs, applies learning, problem-solves, confirms/teacher affirms, assists as needed, responds, confirms/teacher affirms, assists as needed, responds, acknowledges, coaches, sets goals)acknowledges, coaches, sets goals)

--lots of opportunities to apply the --lots of opportunities to apply the demonstrated strategy over timedemonstrated strategy over time

Strategy InstructionStrategy Instruction

Takes time! Takes time! Most successful interventions tapped a Most successful interventions tapped a

single strategy and developed that single strategy and developed that strategy through longer-term strategy through longer-term instruction and repeated application instruction and repeated application activity. (See steps in previous slide). activity. (See steps in previous slide).

About 4-10 weeks of focused About 4-10 weeks of focused instruction and application of a single instruction and application of a single strategy. strategy.

Greatest improvements were found Greatest improvements were found among lower achieving students. among lower achieving students.

Collaborative Strategic Collaborative Strategic Reading Reading

and Reciprocal Teachingand Reciprocal Teaching Reciprocal teaching (Palincsar and Brown, 1984) Reciprocal teaching (Palincsar and Brown, 1984) involves teaching comprehension strategies in the involves teaching comprehension strategies in the context of a reading groupcontext of a reading group--students taught to make predictions--students taught to make predictions

--students question themselves about ideas in the --students question themselves about ideas in the texttext

--seek clarifications when confused--seek clarifications when confused --summarize content--summarize contentAdult teacher explains and models these strategies, Adult teacher explains and models these strategies,

but quickly transfers responsibility to members of but quickly transfers responsibility to members of the group. One student will be the group leader. the group. One student will be the group leader.

Assumes that eventually students will internalize use Assumes that eventually students will internalize use of the four strategies practiced. (Vgotsky says of the four strategies practiced. (Vgotsky says individual cognitive development results from individual cognitive development results from participation in social groups. participation in social groups.

Negative parts: may be more literal level questions Negative parts: may be more literal level questions than preferredthan preferred

Collaborative Strategic Reading – from textCollaborative Strategic Reading – from text

Pressley did comprehension Pressley did comprehension studies at Benchmark Schoolstudies at Benchmark School

Students were provided instruction about how to Students were provided instruction about how to carry out strategiescarry out strategies

Teachers modeled focal strategiesTeachers modeled focal strategies Students practiced strategies, with teacher Students practiced strategies, with teacher

guidance and assistance as neededguidance and assistance as needed Information presented about why the focal strategy Information presented about why the focal strategy

was important (attribution training) was important (attribution training) Information about when & where to apply strategiesInformation about when & where to apply strategies Goal for students to take over their own reading; Goal for students to take over their own reading;

make predictions, talk about questions, report the make predictions, talk about questions, report the images they get during reading, discuss parts of the images they get during reading, discuss parts of the text that are hard and generate interpretations, text that are hard and generate interpretations, write summarieswrite summaries

Before, During & After ReadingBefore, During & After ReadingStrategiesStrategies

Yopp & Yopp book has fun examples!Yopp & Yopp book has fun examples! Great rubric for think alouds: Great rubric for think alouds:

BEFORE READING: did the reader notice BEFORE READING: did the reader notice cues for prediction, such as title, heading, cues for prediction, such as title, heading, pictures, author, charts, graphs? Make pictures, author, charts, graphs? Make suitable prediction about the text, topic & suitable prediction about the text, topic & genre? Bring up something he or she genre? Bring up something he or she already knows about the genre, topic, already knows about the genre, topic, author? author?

More on rubric for Think More on rubric for Think AloudsAlouds DURING READING: Did the DURING READING: Did the

reader…..comment on what was read? Ask reader…..comment on what was read? Ask questions to be clarified? questions to be clarified?

Try to answer his/her own questions and Try to answer his/her own questions and clarify what didn’t make sense? clarify what didn’t make sense?

Relate what was being read to prior Relate what was being read to prior knowledge?knowledge?

Summarize and/or retell the gist to that Summarize and/or retell the gist to that point? point?

Check guesses or predictions?Check guesses or predictions? Reread or read ahead when trying to make Reread or read ahead when trying to make

sense? sense? Describe visualizations?Describe visualizations? AFTER READING: Did the AFTER READING: Did the

reader…..summarize or retell? Respond? reader…..summarize or retell? Respond? Critically reflect? Critically reflect?

Summarizing and RetellingSummarizing and Retelling

Retelling ropeRetelling rope Allington’s example of teacher reading and Allington’s example of teacher reading and

rereading rereading StellalunaStellaluna Model illustrates effective comprehension strategy Model illustrates effective comprehension strategy

instruction: teacher provided enormous support instruction: teacher provided enormous support initially; then created collaborative activities where initially; then created collaborative activities where children had to verbalize their thinkingchildren had to verbalize their thinking

Then sustained engagement with summarizing Then sustained engagement with summarizing activityactivity

Then gradually moved students to greater and Then gradually moved students to greater and greater independence in using the strategygreater independence in using the strategy

Finally, by the end of the year, students could Finally, by the end of the year, students could produce story summaries of books read they read produce story summaries of books read they read and books read to them. and books read to them.

How Cognitive Reading How Cognitive Reading Strategies Teaches Main Idea Strategies Teaches Main Idea

or Summarizingor Summarizing Scan – look for titles, pictures, special Scan – look for titles, pictures, special

printprint Get the details – look in book and Get the details – look in book and

collect factscollect facts Put the details together (and think Put the details together (and think

about your life experience)about your life experience) Say it in 5-10 wordsSay it in 5-10 words

Thoughtful LiteracyThoughtful Literacy

Helping out students to add dimension Helping out students to add dimension to their lives: “responding to a story to their lives: “responding to a story with giggles, goosebumps, anger, with giggles, goosebumps, anger, refulsion, etc.”refulsion, etc.”

More than remembering what a text saidMore than remembering what a text said Engaging the ideas in the text, Engaging the ideas in the text,

challenging those ideas & reflecting on challenging those ideas & reflecting on them them

Example of thoughtful literacy – Example of thoughtful literacy – ShellsShells (short story by Cynthia Rylant)(short story by Cynthia Rylant)

Literature CirclesLiterature Circles Program to help students talk about books together Program to help students talk about books together

(Daniels, 1996) (Daniels, Bizar, 1999)(Daniels, 1996) (Daniels, Bizar, 1999) Each person is assigned one role for a discussion Each person is assigned one role for a discussion

period. Child uses a worksheet to prepare for this period. Child uses a worksheet to prepare for this role. role.

Groups stay together for each novel/all read same Groups stay together for each novel/all read same bookbook

Major roles include Questioner, Passage Master, Major roles include Questioner, Passage Master, Word Wizard and Artful Artist. Word Wizard and Artful Artist.

Students take different roles for different discussion Students take different roles for different discussion days, so all learn to look for vocabulary, all learn to days, so all learn to look for vocabulary, all learn to develop questions & serve as discussion director, develop questions & serve as discussion director, etc. etc.

Students learn how to contribute to discussions and Students learn how to contribute to discussions and engage when readingengage when reading

Students should not just think about their role, but Students should not just think about their role, but rather also the text as a whole. rather also the text as a whole.

See “bookmark” samples for rolesSee “bookmark” samples for roles

Sketch to StretchSketch to Stretch

Developed by Short and Harste with Burke (1996)Developed by Short and Harste with Burke (1996) Small group drawing activitySmall group drawing activity Everyone reads the same story; then each child Everyone reads the same story; then each child

draws a single image or theme or central message draws a single image or theme or central message of the storyof the story

First child shows his drawing and others comment First child shows his drawing and others comment on what they seeon what they see

Finally the artist has closing comments, explaining Finally the artist has closing comments, explaining what was intendedwhat was intended

Each member then shares similarly and others Each member then shares similarly and others comment on what they seecomment on what they see

““Understanding how students think when they read Understanding how students think when they read is difficult; drawing provides a window on the is difficult; drawing provides a window on the thinking and meaning construction that may not be thinking and meaning construction that may not be available from other, more verbal activities.” available from other, more verbal activities.” (Blachowicz, Ogle) (Blachowicz, Ogle)

Save the Last Word for MeSave the Last Word for Me& Say Something& Say Something

Both strategies help make personal connections Both strategies help make personal connections to textsto texts

For Say Something, students read in pairs. When For Say Something, students read in pairs. When they have read to a certain section, they “say they have read to a certain section, they “say something” to one another about something they something” to one another about something they read---a summary, raise a question, connect to a read---a summary, raise a question, connect to a character or story happening. character or story happening.

For “Save the Last Word for Me”, students write a For “Save the Last Word for Me”, students write a quote on an index card. When group finishes quote on an index card. When group finishes reading, students share their quotations, one at a reading, students share their quotations, one at a time and others in the class comment on each time and others in the class comment on each quotation. When others are done, the person quotation. When others are done, the person who selected the quote says why that quote was who selected the quote says why that quote was selected. This can be used whole class or with a selected. This can be used whole class or with a small group. small group.

Question Answer RelationshipsQuestion Answer Relationships(QAR)(QAR)

Involve students in evaluation of types of Involve students in evaluation of types of questions and ways they can respond and questions and ways they can respond and the kinds of questions useful to them. the kinds of questions useful to them.

““Right There” QuestionsRight There” Questions ““Think and Search” QuestionsThink and Search” Questions ““Author and You” QuestionsAuthor and You” Questions ““On My Own” Questions – You can answer On My Own” Questions – You can answer

this without even reading the story and this without even reading the story and you use your background knowledge you use your background knowledge

Junior Great Books Junior Great Books and Great Books Discussionsand Great Books Discussions

With Junior Great Books, there are short With Junior Great Books, there are short story text selections by various grade levels, story text selections by various grade levels, which the teacher reads aloud initially and which the teacher reads aloud initially and children do several rereadings. children do several rereadings.

There are two or three interpretive There are two or three interpretive questions with no specific answers. questions with no specific answers. Students write their responses. Students Students write their responses. Students must show evidence from the text. Then must show evidence from the text. Then they engage in an oral discussion on the they engage in an oral discussion on the questions. questions.

Teacher keeps a record of the discussion Teacher keeps a record of the discussion from a seating chart. Teacher notes student from a seating chart. Teacher notes student contributions. contributions.

Informational Book Informational Book DiscussionsDiscussions

Leal (1992) investigated discussions of Leal (1992) investigated discussions of realistic fiction, narrative nonfiction realistic fiction, narrative nonfiction and expository nonfiction. and expository nonfiction.

The best discussions were with The best discussions were with narrative nonfiction! narrative nonfiction! --more content to talk about--more content to talk about --purpose of discussion was more apparent--purpose of discussion was more apparent --students wanted to learn from one --students wanted to learn from one

anotheranother

Socratic SeminarSocratic Seminar

““Powerful teaching and learning strategy that improves Powerful teaching and learning strategy that improves comprehension and challenges students to think and apply comprehension and challenges students to think and apply knowledge on increasingly higher levels.” (Horn)knowledge on increasingly higher levels.” (Horn)

Class reads play, poem, historical document, short storyClass reads play, poem, historical document, short story Each student then writes a response—lets students reflect and Each student then writes a response—lets students reflect and

make connections to prior knowledge and construct meaning. make connections to prior knowledge and construct meaning. Students write three open-ended questions for the discussion. Students write three open-ended questions for the discussion. Students identify vocabulary words that are new or that they find Students identify vocabulary words that are new or that they find

particularly interesting. particularly interesting. Actual seminar discussion takes place – teacher leads initially and Actual seminar discussion takes place – teacher leads initially and

then students take over. Leader poses the questions and students then students take over. Leader poses the questions and students take turns discussing. take turns discussing.

Final step is a follow-up written response where students reflect Final step is a follow-up written response where students reflect on the discussion and apply their new learning. on the discussion and apply their new learning.

In this type of discussion, students listen to peers, thinking is In this type of discussion, students listen to peers, thinking is backed up by evidence from the text, student responses are backed up by evidence from the text, student responses are longer than in regular class discussions. longer than in regular class discussions.

See sample text and questioningSee sample text and questioning

Case Studies of Instructional Case Studies of Instructional Readers: TylerReaders: Tyler

Rising 5Rising 5thth grader grader What are concerns primarily in this What are concerns primarily in this

case?case?

Case Study: KylaCase Study: Kyla

Rising 4Rising 4thth grader grader What are the concerns with Kyla’s What are the concerns with Kyla’s

reading? reading?

Case Study: KylieCase Study: Kylie

Rising 5Rising 5thth grader grader Asperger’s or autism continuumAsperger’s or autism continuum

Case Study: AlfredCase Study: Alfred

Rising 5Rising 5thth grader grader English Language LearnerEnglish Language Learner