1. Comprehension: Theory and Strategies
Chapter 7
Comprehension: Theory and Strategies
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2. Chapter 7 Anticipation Guide

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

4. Comprehension Strategies
Preparational
Organizational
Elaboration
Rehearsing
Metacognitive

5. 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

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

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

8. 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

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

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

11. Figure 7.8: Metacognitive Strategies

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

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

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

15. 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

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

17. Importance of Affective Factors
Attentive
Active
Reflective

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

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