1. Comprehension Strategies and Metacognition Dr. Deeney EDC423

2. 2 Remember readability formulas? Is estimating comprehension that simple? Mary heard the ice cream truck coming down the street. She remembered her birthday money and rushed into the house. Mary heard the bus coming down the street. She remembered her birthday money and rushed into the house. Mary heard the ice cream truck coming down the street. She remembered her gun and rushed into the house.

3. 3 Our perception of a scene can differ dramatically based on changing only one word. So, although vocabulary (how many syllables in a word) is important part of comprehension, it’s not as easy as saying: Word meaning  sentence meaning  text meaning

4. 4 Constructing Comprehension Transaction between the reader and the text Reader brings background experiences and knowledge to the text Text provides guideposts to prevent meaning from being random Constructing comprehension like constructing a theory—reader moves through hypotheses when reading, using schema

5. 5 Dear little thing. It was nice to feel it again. She had taken it out of its box that afternoon, given it a good brush, and rubbed life back into its dim little eyes.

6. 6 Little rogue! Yes, she really felt that way about it. She put it on. Little rogue, biting its tail just by her left ear.

7. 7 When she breathed, something gentle seemed to move on her bosom. The day was cool and she was glad she decided on her little fur.

8. What Causes Misunderstanding?

9. 9 Characteristics of the Reading Context –Purpose –Environment Characteristics of the Text –Organization –“Considerate” vs. “inconsiderate” –Readability Characteristics of the Reader

10. 10 Reader’s Schema What is schema?

11. 11 Why is Schema Helpful? Helps us to –Assimilate additional information –Determine what is important –Infer and elaborate meaning –Summarize by determining relevant from irrelevant –Remember information

12. Metacognition

13. 13 What is Metacognition? The Literacy Dictionary: “an awareness and knowledge of one’s mental processes such that one can monitor, regulate, and direct them toward a desired end; self- mediation” Considered a combination of knowledge and control –Awareness: Ability to reflect on one’s thinking –Executive functions: Ability to manage one’s learning actions Monitor: Keep track of mental processes (know what you’re doing) Regulate: Control mental processes (make choices; strategize) Direct: Apply mental processes (use strategies) Developmental process

14. 14 Metacognitive Knowledge About ourselves –“I drift off when I read.” About the task –Reading for information is harder than reading for enjoyment About strategies –I know what strategies I can use –I know how to use the strategies –I know when to use the strategies

15. 15 Metacognition Considered a combination of knowledge and control –Awareness: Ability to reflect on one’s thinking –Executive functions: Ability to manage one’s learning actions Developmental process

16. 16 Things to Think About Before Reading: What do I already know about this topic? What are my purposes for reading? What do I think this passage will be about? What will I be doing with this information? What do I think I will learn about the topic?

17. Metacognitive Strategies

18. 18 Strategies Used by the Reader Making connections Questioning Inferring Predicting Summarizing Clarifying Visualizing Synthesizing Determining importance

19. 19 What strategies are these? What do I already know about this topic? What do I think this passage will be about? What are my purposes for reading? What will I be doing with this information? What do I think I will learn about the topic? Activating prior knowledge Predicting Setting a purpose for reading

20. 20 Things to Think About During Reading: Am I understanding? Does this make sense? Do I have a clear picture of what this is about? Is this consistent with my predictions? What parts are the same? What parts are different? What can I do to increase my understanding?

21. 21 What strategies are these? Am I understanding? Does this make sense? Do I have a clear picture of what this is about? Is this consistent with my predictions? What parts are the same? What parts are different? What can I do to increase my understanding? Monitoring understanding Evaluating predictions Identifying difficulty and selecting a fix-up strategy

22. 22 Things to Think About After Reading: What were the most important points in the passage? Where is the evidence in the text that supports my thinking? Do I agree with this information? Why? What new information did I learn? Does it fit with my existing knowledge? Should I reread sections of the text for better understanding?

23. 23 What strategies are these? What were the most important points in the passage? Where is the evidence in the text that supports my thinking? Do I agree with this information? Why? What new information did I learn? Does it fit with my existing knowledge? Should I reread sections of the text for better understanding? Summarizing Evaluating Monitoring

24. 24 A Good Reader: Knows many strategies –Activating prior knowledge –Setting purpose –Questioning –Predicting –Summarizing –Visualizing –clarifying –Inferring –Making connections –Integrating information –Using graphics –Using context –Adjusting rate Knows how and when to use strategies –Internalizes these cognitive processes: Activating Focusing Selecting Organizing Integrating applying –Becomes independent

25. Teaching Comprehension Strategies Explicit versus Implicit Instruction

26. Strategy Instruction

27. 27 Teaching Metacognitive Strategies Independent Practice Provide ways for students to demonstrate using the strategy independently Explain The strategy and its components Guided Practice Work with students to help them use the strategy Teaching Strategies Model/Think-Aloud Use the strategy as you read a text and “think out loud” to help students “see how you use it

28. 28 Explicit vs. Implicit Instruction Explicit instruction –Explaining –Modeling –Practicing Implicit instruction –“Telling” students they should be using the strategy without telling them what/how/why/when –“Does that make sense?” How does a student Know what “makes sense” means Know whether the text makes sense Know what to do if it doesn’t make sense

29. 29 Strategy Knowledge Declarative knowledge –Knowing “that” there are strategies –Knowing “what” strategies are available Procedural knowledge –Knowing “how” to use strategies Conditional knowledge –Knowing “when” to use strategies

30. 30 Teaching “What” Explain –Tell students what the strategy is –Tell students why/how it is helpful

31. 31 Teaching “How” Model –Use the strategy yourself, making your thinking apparent (“think out loud”) Provide guided practice –Give students a chance to use the strategy with your help –Provide gradual release of responsibility Provide independent practice –Give students a chance to use the strategy on their own

32. 32 Teaching “When” Explain when the strategy is helpful Provide opportunities to think about when during guided practice Scaffold students’ identification of strategy need as they read