1. Basic Skills Across the Curriculum Student Success Institute ASCCC February 26, 2011 Dr. Tim Brown

2. 2 What is reading?  It has been defined many ways …a thinking (cognitive) process …a thinking (cognitive) process …reconstruction and interpretation of meanings behind printed symbols …reconstruction and interpretation of meanings behind printed symbols …the process of understanding written language …the process of understanding written language  There are some points of general agreement Readers are active in constructing meaning from text. Readers are active in constructing meaning from text. Reading comprehension and reading are synonymous Reading comprehension and reading are synonymous when understanding breaks down reading does not occurwhen understanding breaks down reading does not occur the result is passive word recognitionthe result is passive word recognition

3. 3 What is reading comprehension?  Reading comprehension…understanding and retaining ideas from print Literal level Literal level What ideas are in the line?What ideas are in the line? What is actually stated?What is actually stated? facts and details facts and details rote learning and memorization rote learning and memorization Inferential level (interpretation) Inferential level (interpretation) What ides are between the lines?What ides are between the lines? What is meant by what is stated?What is meant by what is stated? tapping into prior knowledge tapping into prior knowledge drawing conclusions drawing conclusions Critical evaluative level (application) Critical evaluative level (application) What ideas are beyond the lines?What ideas are beyond the lines? What is the value of what was said?What is the value of what was said? analyzing analyzing synthesizing synthesizing applying applying

4. 4 What is fluent reading?  Fluent reading is an active process in which the reader calls on experience, language, and prior knowledge to anticipate and understand the author's written language  Fluency is a set of skills that allows readers to rapidly decode text while maintaining high comprehension  Proficient, fluent readers… locate materials and ideas that enable them to fulfill particular purposes: locate materials and ideas that enable them to fulfill particular purposes: follow directionsfollow directions to complete job applicationsto complete job applications or to appreciate Shakespearean playsor to appreciate Shakespearean plays adjust their reading style as they move from narrative to expository content adjust their reading style as they move from narrative to expository content read with various types of understanding: read with various types of understanding: literalliteral interpretiveinterpretive criticalcritical

5. 5 What cognitive factors affect reading?  Reader interest  Motivation  Schema Constructionists argue that knowledge (or learning) is constructed from experience and stored in memory Constructionists argue that knowledge (or learning) is constructed from experience and stored in memory This stored knowledge along with its storage structure is called schemata (schema) This stored knowledge along with its storage structure is called schemata (schema) When students have little or no schema (prior knowledge) for a subject, comprehension is greatly impaired When students have little or no schema (prior knowledge) for a subject, comprehension is greatly impaired

6. 6 Are you really reading?  A newspaper is better than a magazine, and on a seashore is a better place than a street. At first it is better to run than walk. Also, you may have to try several times. It takes some skill but it's easy to learn. Even young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close. One needs lots of room. Rain soaks in very fast. Too many people doing the same thing can also cause problems. If there are no complications, it can be very peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second chance.

7. 7 How does schema influence comprehension?  The degree to which new, incoming information is consistent with the expectations generated from existing schemata determines the presence or absence of comprehension  Learning takes place when new information is connected to existing schema The 4 A’s The 4 A’s ActivationActivation AssociationAssociation AssimilationAssimilation AccommodationAccommodation

8. 8 Metacognition  Good readers are thinking about what they should be thinking while they thinking!  The basic metacognitive strategies are:  The basic metacognitive strategies are: Connecting new information to former knowledge Connecting new information to former knowledge Selecting thinking strategies deliberately Selecting thinking strategies deliberately Planning, monitoring, and evaluating thinking processes Planning, monitoring, and evaluating thinking processes

9. 9 Reading is a three-step process  Step one: Pre-reading Activate prior knowledge Activate prior knowledge  Step two: Through-reading Associate the authors ideas with prior knowledge Associate the authors ideas with prior knowledge  Step three: Post-reading Assimilate or test the authors ideas against prior knowledge Assimilate or test the authors ideas against prior knowledge Accommodate the author’s ideas into existing knowledge Accommodate the author’s ideas into existing knowledge

10. Useful Tips… Helping Your Students Access the Content of the Text  Before your students are asked to read your textbook… Familiarize them with the organization of your textbook Familiarize them with the organization of your textbook Provide them “triggers” to help them activate their prior knowledge Provide them “triggers” to help them activate their prior knowledge Remind them to turn the chapter headings into questions Remind them to turn the chapter headings into questions Briefly explain important graphics and tables Briefly explain important graphics and tables 10

11. Useful Tips… Helping Your Students Access the Content of the Text  While your students are reading your textbook they should be… Using a comprehension strategy throughout the assignment Using a comprehension strategy throughout the assignment Maintain reading fluency once it is established Maintain reading fluency once it is established Monitoring their comprehension Monitoring their comprehension Employing “fix-it” strategies when comprehension breaks down Employing “fix-it” strategies when comprehension breaks down 11

12. Useful Tips… Helping Your Students Access the Content of the Text  After your students have read your textbook, provide opportunities for… students’ integration of information in the text with their own background knowledge students to appraise text critically application of new knowledge 12