Reading Comprehension Processing Meaning and Remembering Do not use or distribute without written permission.

Gough and Tunmer (1986) The ability to recognize or pronounce the words (decoding) The ability to understand spoken language (listening comprehension) “Simple view of reading” – simple way of conceptualizing the complexities of reading Learning to decode occurs for a certain period in early school years – it has to become automatic Comprehension skill continues to develop throughout adult life Do not use or distribute without written permission.

Construction – Integration Model of Kintsch and Rawson (2005) When we read, we create a personal representation of it’s meaning (mental model) Consists of: Information from text Our general knowledge of the words and topic Do not use or distribute without written permission.

Three Levels - Textbase Linguistic level – individual words and meaning Microstructure – recognize and process larger chunks of text Macrostructure – recognize and process themes, topics and genre information Do not use or distribute without written permission.

Theory of Mind – Situation Model (beyond textbase) Awareness of your own mind Recognize that other people have minds Another’s mind is independent of your own Foundation for perspective taking – other people’s ideas and emotions may be similar or different from your own Do not use or distribute without written permission.

Mental Model Mental representation created from information in the real, or an imagined world Might include imagery Seeing title before text – text substantially easier to comprehend Framework for the construction of an appropriate mental representation makes the text much easier to understand, reflect and remember Do not use or distribute without written permission.

Metacognition Skills What we know about our own knowledge and ability to reflect on our understanding of text Monitoring your own understanding as you continue reading High standard of coherence – understanding what is unclear and creating strategies to make it clear. Working memory Do not use or distribute without written permission.

Language in Reading Phonology (sounds of words) Semantics (meaning of words) Grammar (structure of words and sentences) Struggle to understand complex sentences and work out who did what to whom Experience difficulties structuring sentences Pragmatics (social use of language) Figurative language: Take language at face value and attribute only a literal meaning Finding jokes and wordplay confusing Do not use or distribute without written permission.

Written vs. Spoken Language Message in print cannot be questioned as would be in conversation No prosodic information in written text Written text is not everyday language – frequently more complex form of language Situational awareness when reading not so important, while conversational interaction refers to environment Do not use or distribute without written permission.

Understanding the Meaning of Words Being able to access word meanings efficiently and integrate into context of the passage Poor comprehenders better at rhyming words than words sharing similar meanings Vocabulary is important – significant predictor Use of limited or repetitive vocabulary in speech and written work Using words incorrectly indicating lack of of deep understanding Stored word meanings not as deep and robust as peers Do not use or distribute without written permission.

Early Indicators Can be visible by age 6 – start of reading passages Non-phonological oral language difficulty by age 5 Oral expression Struggle to organize and express thoughts and ideas clearly Reduced participation in class-based activities (question and answer) Narrative Skills struggle to tell others about experiences outside of school in sensible way Finding it difficult to sequence a story effectively and establish coherent plot Do not use or distribute without written permission.

Working Memory Hold information in mind while also performing other activities demanding attention Using systems to both store and process information while completing a task Verbal reasoning May find it challenging to apply reasoning skills to language Verbal working memory Following multi-step instructions Complete first instruction in a list, struggle to know what comes next Needing constant reminders Do not use or distribute without written permission.

Baddeley and Hitch (1974 to 1986) Central executive – pre-frontal cortex Phonological loop – sounding out words – rely mainly on auditory system Visual-spatial loop – seeing the words in spatial organization – rely mainly on visual system Both loops need to be activated to read, so the prefrontal cortex could receive the information from both loops at exactly the same time Timing between systems are important Do not use or distribute without written permission.

Making Inferences Linking pieces of information together Use knowledge of the world to support understanding Making inferences partly contribute to poor comprehension skills Developing ability to make inferences before developing reading comprehension Poor working memory does not automatically translate to difficulties with inferencing Inferencing May predominantly accept literal meanings May not refer to relevant background knowledge when encountering new concepts Do not use or distribute without written permission.

Monitoring Understanding Continuously monitor our understanding as we read Feed this information back into the reading process Sentence level errors found to be involved – not word level errors Can involve working memory, but does not have to Inability to build rich mental models of text – affects monitoring comprehension May have lower thresholds for deciding what makes sense Monitoring May continue with activities without an awareness of not having understood important pieces of information Do not use or distribute without written permission.

Environment Motivation and enjoyment of reading Teaching methods May dislike or avoid reading May choose to read narrow range of books Teaching methods Reading at home Exposure to a range of books “Matthew Effect” – spiral of positive outcomes for children who enjoy reading – choose to read more both at school and at home. Do not use or distribute without written permission.

Maude Le Roux, OTR/L, SIPT, IMC 9 Lacrue Avenue, Suite 103 Glen Mills, PA 19342 Maude Le Roux, OTR/L, SIPT, IMC Website www.atotalapproach.com Facebook https://www.facebook.com/ATAMaudeLerouxOT/ LinkedIn https://www.linkedin.com/company/a-total-approach Blog http://www.maude-leroux.com/ Do not use or distribute without written permission. Do not use or distribute without written permission.