Comprehension: Theory and Strategies Chapter 7 Comprehension: Theory and Strategies This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.

Chapter 7 Anticipation Guide

Process of Comprehending Schema Theory Situation Model Theory Role of Reasoning Role of Attention Role of Surface Features Developmental Nature

Comprehension Strategies Preparational Organizational Elaboration Rehearsing Metacognitive

Comprehension Strategies (Continued) Strategy Instruction Introducing the strategy Demonstrating and modeling the strategy Guided practice Independent practice and application Assessment and reteaching Ongoing reinforcement and implementation

Comprehension Strategies (Continued) Teaching Preparational Strategies Activating prior knowledge Setting purpose and goals Previewing Predicting

Comprehension Strategies (Continued) Teaching Organizational Strategies Comprehending main idea Constructing main idea Determining relative importance of information Organizing details Sequencing Following directions Summarizing

Comprehension Strategies (Continued) Teaching Elaboration Strategies Making inferences Using QAR Difficulties in applying Applying skills in classroom It Says-I Say-And So Macro-Cloze Difficulties in drawing conclusions Imaging Question generation Other strategies

Figure 7.6: It Says—I Say—And So Chart

Comprehension Strategies (Continued) Teaching Monitoring Strategies Knowing where and how to use (metacognition) Knowing oneself as a learner Regulating Checking Repairing Click and clunk

Figure 7.8: Metacognitive Strategies

Comprehension Strategies (Continued) Use Process Questions and Think-Alouds to Assess Comprehension Scheduling Strategy Instruction Various models and scheduling Gradual Release of Responsibility model

Closing the Gap By Making Connections Comprehension Increases Through Use of Causal Relationships Comprehension Strategies for Bilingual Learners Translating information Transferring information

Social-Constructivist Nature of Comprehension Reciprocal Teaching Uses predicting, questioning, clarifying, summarizing Questioning the Author Emphasizes content

Integration of Strategies Several Strategies Are Applied Simultaneously Takes Time to Learn Strategies Strategies Learned at One Level May Need to Be Refined at Higher Level

Making Strategy Instruction Work Base on Student Need Teacher Repeatedly Models and Explains Teacher Adapts Instruction

Importance of Affective Factors Attentive Active Reflective

Explicit versus Nonexplicit Instruction Better Readers Infer Strategies Struggling Readers Need Explicit Instruction

Tools for the Classroom Emphasize Higher-Level Thinking Provide Struggling Readers with Appropriate Level Materials & Instruction Review Essential Standards Use Ongoing Assessment