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.
Copyright Pearson Allyn & Bacon 2010 Chapter 7 Anticipation Guide
Copyright Pearson Allyn & Bacon 2010 Process of Comprehending Schema Theory Situation Model Theory Role of Reasoning Role of Attention Role of Surface Features Developmental Nature
Copyright Pearson Allyn & Bacon 2010 Comprehension Strategies Preparational Organizational Elaboration Rehearsing Metacognitive
Copyright Pearson Allyn & Bacon 2010 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
Copyright Pearson Allyn & Bacon 2010 Comprehension Strategies (Continued) Teaching Preparational Strategies –Activating prior knowledge –Setting purpose and goals –Previewing –Predicting
Copyright Pearson Allyn & Bacon 2010 Comprehension Strategies (Continued) Teaching Organizational Strategies –Comprehending main idea –Constructing main idea –Determining relative importance of information –Organizing details Sequencing Following directions –Summarizing
Copyright Pearson Allyn & Bacon 2010 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
Copyright Pearson Allyn & Bacon 2010 Figure 7.6: It Says — I Say — And So Chart
Copyright Pearson Allyn & Bacon 2010 Comprehension Strategies (Continued) Teaching Monitoring Strategies –Knowing where and how to use (metacognition) –Knowing oneself as a learner –Regulating –Checking –Repairing –Click and clunk
Copyright Pearson Allyn & Bacon 2010 Figure 7.8: Metacognitive Strategies
Copyright Pearson Allyn & Bacon 2010 Comprehension Strategies (Continued) Use Process Questions and Think-Alouds to Assess Comprehension Scheduling Strategy Instruction –Various models and scheduling –Gradual Release of Responsibility model
Copyright Pearson Allyn & Bacon 2010 Closing the Gap By Making Connections Comprehension Increases Through Use of Causal Relationships Comprehension Strategies for Bilingual Learners –Translating information –Transferring information
Copyright Pearson Allyn & Bacon 2010 Social-Constructivist Nature of Comprehension Reciprocal Teaching –Uses predicting, questioning, clarifying, summarizing Questioning the Author –Emphasizes content
Copyright Pearson Allyn & Bacon 2010 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
Copyright Pearson Allyn & Bacon 2010 Making Strategy Instruction Work Base on Student Need Teacher Repeatedly Models and Explains Teacher Adapts Instruction
Copyright Pearson Allyn & Bacon 2010 Importance of Affective Factors Attentive Active Reflective
Copyright Pearson Allyn & Bacon 2010 Explicit versus Nonexplicit Instruction Better Readers Infer Strategies Struggling Readers Need Explicit Instruction
Copyright Pearson Allyn & Bacon 2010 Tools for the Classroom Emphasize Higher-Level Thinking Provide Struggling Readers with Appropriate Level Materials & Instruction Review Essential Standards Use Ongoing Assessment