1. Reading Comprehension
Processing Meaning and Remembering
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2. 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
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3. 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
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4. 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
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5. 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
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6. 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
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7. 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
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8. 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
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9. 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
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10. 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
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11. 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
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12. 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
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13. 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
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14. 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
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15. 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
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16. 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.
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17. Maude Le Roux, OTR/L, SIPT, IMC
9 Lacrue Avenue, Suite 103 Glen Mills, PA 19342
Maude Le Roux, OTR/L, SIPT, IMC
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