Responsive Readers Jen Boysko Krystle Herrin Rachel Tyson UNCC Reading M.Ed graduate students

What does research say about comprehension? Dependent readers fail to see reading as an active process. More critical for dependent readers to talk about the text during the reading than after it. Teachers must pull the invisible process of comprehension out to the visible level. (Beers, 2003)

Think Aloud Provides struggling readers with a structure to teach them how to dialogue with the text Allows for interaction with the text & self monitoring of understanding As students are using this strategy they are: predicting, visualizing, making comparisons, repairing comprehension problems, commenting connecting, & questioning

Say Something Interrupts a student's reading giving them a chance to think about what they are reading Allows for interaction and responses with peers during text reading Students are able to change roles and practice thinking aloud or responding to partners comments Helps students make comments, predictions, connections and clarify understanding of text while reading

ABC charts Variety of uses- vocabulary, compare/contrast, main ideas for chapters/novels Allows for interactive reading and note taking Students record VERY brief notes under the corresponding letter.

Probable Passage reinforce knowledge and understanding by using key concepts, predictions, and writing apply knowledge of story structures, as well as inferencing abilities, to predict the content of the selections collaborative approach allows opportunity for students to engage in listening, speaking, reading, and writing allows the teacher to emphasize vocabulary, comprehension, and writing within a single lesson

Additional “During” Reading Strategies Double Entry Journals Logographic Cues Bookmarks Syntax Surgery Signal Words Somebody Wanted to But So Talking Drawings

Websites for Comprehension success/think.html

Contact Information Jen Boysko Krystle Herrin Rachel Tyson Dr. Adriana Medina