1. Chapter 9: Comprehension of Informational Text
Meghan L. Gowin
ECE 682

2. Key Ideas Informational Text and Learning Standards
Helping Students Comprehend Informational Text
Factors Affecting Comprehension of Informational Text
Analysis of Informational Text
Assessment of Comprehension of Informational Text
Intervention Strategies for Teaching

3. Informational Text and Learning Standards
The 4th grade slump continues to be a challenge for literacy educators as students are routinely required to comprehend more complex informational texts. According to Malock & Horsey (2013), many primary teachers use narrative texts much more than informational texts when teaching literacy skills. Students then enter later elementary grades with limited exposure to informational texts. The following slides provide examples of kindergarten TEKS that address informational texts.
Retrieved from file:///C:/Users/ /Downloads/Kinder_TEKS_0816.pdf

4. Informational Text and Learning Standards
Several studies cited in this chapter provide support for inclusion of informational texts in an early childhood curriculum. In 2011, Correia found that her students usually chose nonfiction or informational text over fiction for their independent reading time. Duke (2003) found that even her youngest learners in preschool enjoyed informational texts when exposed to it. Informational text seems to fill children’s natural need for answers and satisfies their wonderings about the world around them.
Talk about the project with TJ and Camren
Retrieved from file:///C:/Users/ /Downloads/Kinder_TEKS_0816.pdf

5. Helpings Students Comprehend Informational Text
Teach strategies specific to comprehending informational text
Help students understand an author’s use of technical words and word choice
Help students understand diagrams and graphics
Model close reading of complex texts
Teach the skills necessary for new literacies
Teachers should approach informational text with enthusiasm in order to motivate reluctant students. They must choose high quality texts on topics that students are interested in as well as books on multiple reading levels.
Strategies for teaching information text include: asking questions, inferring by connecting new information with background knowledge, synthesizing information from the beginning of the passage to the end of passage (chunking information), synthesizing information from multiple sources, using your own schema to make sense of information presented, creating mental pictures of information, sorting out important information from random details, evaluating the credibility of the author and/or source (especially when using online sources), understanding the visuals (diagrams, charts, etc), summarizing information, understanding the author’s perspective, and understanding your perspective in relation to what it read. (Harvey & Goudvis, 2013; Hollenback & Saternus, 2013). Example: students can present information they have collected and analyzed from multiple sources on a topic that interest them.
Vocabulary: Explain how definitions of domain specific words or technical word are given. Struggling readers may not catch them. Teachers can explain how an author’s word choice conveys the meaning of the text.
Visualizing information: Teachers should model how to create mental pictures of informational text through think alouds. Provide students with opportunities to explain what they learned from a particular graphic. Have them discuss why certain graphics are used in order to convey certain ideas. Have them create a graphic in order to demonstrate what they have learned about the concept presented in the text.
Close reading: Teachers should model close reading and have students discuss with each other the process of examining information presented and comparing it with other sources. Students should have opportunities to discuss every aspect of the reading including its relationship with other texts and the validity of the information presented. Students should also examine the credentials of the author.
New literacies: The term “new literacies” refers to the “unique cognitive processes required to communicate with information communication technologies” (Karchmer-Klein & Shinas, 2012, p. 289). These processes include: knowing how to use a search engine, understanding nonlinear text, evaluating the credibility of all links online, sorting out important information from unimportant information, inferring meaning, communicating through blogs, wikis, instant messaging, and electronic text messaging, understanding social responsibilities when participating in online forums, and synthesizing information from multiple sources. (Karchmer-Klein & Shinas, 2012)

6. First Grade Lesson on Text Features
The following video clip shows how 1st grade students use text features (such as headings and the glossary) and locate key facts in the text.
First Grade ELAR CCSS Lesson

7. Factors Affecting Comprehension of Informational Text
Factors within the reader
Knowledge of organizational patterns
Background knowledge of topic
Knowledge of domain specific terms
Ability to read graphics
Ability to analyze the author’s purpose and credentials
Factors within the reader’s environment
Access to a variety of informational texts at home and in their communities (i.e. home or community libraries)
Exposure to teachers who model a love of reading and learning about new things
Factors within the text
Organizational structure of informational text
Analysis of informational text
School factors: Hands on experiences will help students build their background knowledge of the concepts presented in informational texts. For example, during science, students should conduct experiments related to the topics to be studied in informational texts.

8. Factors Within The Reader

9. Organizational Structure of Informational Text
Persuasive Passages
Chronology or Sequence
Description or Enumeration
Listing
Classification or Hierarchy
Comparison/Contrast
Cause/Effect
Problem/Solution
Persuasive: Teachers should help struggling readers to identify how the author uses language to make his or her point in a passage. Teachers should also discuss the use of propaganda in persuasive passages. Authors use techniques such as: name calling, card stacking, plain folk, glittering generalities, testimonials, transfer, and bandwagon to manipulate readers.
Chronology/sequence: A text that presents information in a chronological or sequential pattern. Students must make inferences about dates when reading this type of text.
Description: This type of informational text assume that the reader has a certain amount of background knowledge on the topic. Teachers may have to assist students and provide opportunities for them to develop this knowledge. Creating mental pictures is especially crucial when reading text organized in this fashion.
Listing: Merely a list of all things that fall into a particular category.
Classification: Show relationships between categories. This type of text requires higher levels of thinking because readers need to see the main classification with the families under it.
Comparison/contrast: Shows how one concept is similar or different from another. Helps readers better under concepts when authors present the similarities and differences directly.
Cause and effect: Explain what causes natural phenomena. Readers need to be able to mentally picture the action as it happens. Readers should be taught how to recognize signal words that authors use to indicate cause and effect relationships.
Problem/solution: Explanation of a problem may expand for a number of pages before a solution is offered. It is often helpful for students to make a list of the problems as they read the text in order to connect with the solutions later in the passage.

10. Key Words Associated With Text Structures

11. Analyzing Informational Text
Visual appeal
Text features
Author’s writing style
Use of technical vocabulary
Assumptions about reader’s background knowledge
Visual appeal: Should include appropriate print size, generous margins and white space, attractive up-to-date graphics representative of diverse students populations, many subheadings (hindes, 2007).
Text features: Specialized features that aid comprehension, such as table of contents, glossary, questions at the beginning and end of each chapter and highlighted vocabulary words. Three types of questions to look for: literal, inferential, and evaluative. Review differences in electronic text features with students.
Author’s writing style and vocabulary: Domain specific words are three tier words (difficult). Teach students how words may be defined within the passage: give definition in sentence, setting off the definition with commas, setting off definition with a dash, or combination of different techniques.
Background knowledge: Look for words that may confuse struggling readers. Look for books that include lots of illustrations and graphics in order to help students comprehend information. Look for books that are written in a cohesive manner.
Readability: Check online Lexile scale when analyzing texts.

12. Considerate and Inconsiderate Textbook Styles

13. English Language Learners and Informational Text
English language learners (ELLs) often have the same struggles as native English speakers when tackling informational text: technical vocabulary.
The teacher should read the text with students while they discuss the concepts and graphics presented.
Chunking information and compiling it in graphic organizers with help students synthesize their background knowledge and the new information.

14. Assessment of Comprehension of Informational Text
Informal Assessments
Formal Assessments
Informal reading inventories
Rubrics
Running records and miscue analysis
Cloze and maze procedures
Assessing reading interests
Assessing background knowledge
Assessing readers’ growth
Achievement tests that measure reading comprehension
Norm-referenced
ITBS
Criterion-referenced
Phonics Criterion Test
Many of the assessments used to determine students’ comprehension of informational text are the same as assessments used to measure comprehension of narrative text. One interesting assessment of background knowledge for younger students is called “talking drawings”.
Self-monitoring: One way to assess readers’ self-monitoring growth is to have a student record him or herself reading a passage of informational text. The student would then play the recording back and identify any errors.

15. Sample Rubric for Reading Comprehension of Informational Text Based on CCSS

16. Intervention Strategies and Activities
Comprehension
Vocabulary
Text structures
Text features
In a recent study of students in grades 3 through 8, Fisher, Frey, and Lapp (2008) identified 25 effective teachers. These teachers used shared readings to model four categories of strategies.
Comprehension: Teachers modeled how they activate prior knowledge, summarize, infer, predict, clarify, question, visualize, synthesize, evaluate, monitor, and connect passages to the world, other text, and personal experiences.
Vocabulary: Look at word parts, use context clues, and other resources
Text structure: Use graphic organizers to illustrate relationships between ideas in various organizational patterns.
Text features: Model how to use text features such as headings, graphics, bold or italic vocabulary words, table of contents, and index.

17. Additional Resources Websites: www.timeforkids.com

18. References
Devries, B. A. (2015). Literacy assessment and intervention for classroom teachers. Scottsdale, AR: Holcomb Hathaway, Publishers.