1. Thinking about Comprehension EDC423 September 10, 2013

2. Core Areas of Reading

3. Other Important Areas!

4. Are all areas important all the time? Development, development, development! Oral language Phonemic awareness Phonics Fluency Vocabulary Comprehension VERY important for young children; building block of literacy; Important at all ages VERY important for beginning readers (whether young or old) Important transition from beginning reading to more mature reading VERY important ALWAYS!!

5. Stages of Reading Development (Chall, 1983) StageLabelGradeWhat Children are Learning Activities to Support 0 Prereading (emergent literacy) PK-KFunctions of written language, alphabet, phonemic awareness Story reading, “pseudo reading,” alphabet activities, rhyming, nursery rhymes, invented spelling 1 Initial Reading/Alphab etic Decoding K-2Letter sound correspondences/decoding/ word recognition Teacher-directed reading instruction, phonics instruction 2 Confirmation and fluency 2-3Automatic word recognition, prosody, expression Wide and varied reading, modeling fluent reading 3 Reading to Learn 4-8How to learn from text, vocabulary knowledge, strategies Reading content area materials, research, strategy instruction 4 Multiple Points of View HSReconciling different viewsCritical reading, discourse synthesis, report writing 5 Construction and reconstruction College/be yond Developing a well-rounded view of the world Learning what not to read as well as what to read

6. Emergent Readers (not yet reading) Oral Language VocabularyComprehension Beginning Readers ( just starting to read) Oral Language, Vocabulary, Comprehension Phonemic Awareness Phonics (including spelling, word reading) Transitional readers (beginning to sound like more mature readers) Fluency (including higher-level phonics/word reading) VocabularyComprehension

7. Oral Language and Vocabulary Comprehension In This Class, We will Focus on the Three Areas We Are ALWAYS Thinking About:

8. Create a Graphic!

9. Why Aren’t the Reading Components Equal? COMPREHENSION PHONEMICAWAREPHONEMICAWARE PHONICSPHONICS VOCABULARYVOCABULARY FLUENCYFLUENCY PHONEMICAWAREPHONEMICAWARE PHONICSPHONICS VOCABULARYVOCABULARY FLUENCYFLUENCY COMPREHENSIONCOMPREHENSION

10. What if we added the “other” important areas? COMPREHENSION PHONEMICAWAREPHONEMICAWARE PHONICSPHONICS VOCABULARYVOCABULARY FLUENCYFLUENCY WRITINGWRITING MOTIVATIONMOTIVATION

11. ReaderTextTeacher/Teac hing Task/ActivitySociocultural Context Factors that Impact Comprehension

12. Cornett’s Graphic of Factors that Affect Comprehension Task Text Learner Teacher/Teachi ng Comprehension Context

13. Create a Graphic!

14. Comprehension Graphic! Reader Task/Activ ity Sociocultural Context Text Teacher/Teach ing Comprehension