Understanding What We Read: Comprehension, Vocabulary, and Discussion Chapter 3
"A child who reads good books will prosper "A child who reads good books will prosper. She will develop her vocabulary, increase her knowledge, and come to understand others better. She will pass dull moments in pleasure, receive comfort in hard times, and experience moments of sheer joy. What else could possibly be better?" Diane Stanley
Comprehension
Schema
Teacher's Role
Transactional Theory
Aesthetic Reading
Efferent Reading
Elements of the Transaction The reader The text The message
Readability Formulas: are ineffective should be used cautiously depend on reader experience and motivation
Building Comprehension
Aspects Activating / supplying prior knowledge Guiding reading Reinforcing concepts Encouraging critical thinking and inquiry
Assessing Comprehension
Retellings
Miscue Analysis
Story Mapping
Symbolic Story Representation
Writing to Learn
Other Ways Comic Strip Writing Sketch-to-Stretch Think-Alouds
Vocabulary
Expanding vocabulary is a goal and outcome of reading.
B. Vocabulary is best learned in context rather than in isolation.
C. Students need multiple encounters with words for lasting comprehension.
D. Independent reading promotes vocabulary growth.
E. Learning vocabulary in isolation does not necessarily improve comprehension.
F. Narrative writing is better than nonfiction for vocabulary training.
G. Study of roots, derivations, morphology, etc G. Study of roots, derivations, morphology, etc. provides students with tools.
H. The goal is to teach students to infer meanings in context.
Discussion
A. Discussion is NOT just the teacher asking questions.
B. Discussion is important for comprehension and building vocabulary.
See the CD-ROM which came with this text for: Searchable database of children's literature Author and illustrator profiles Extension activity for comprehension Visit the COMPANION WEBSITE for: Online teacher tools General resource websites for children's literature Research oriented websites