Comprehension Development - Dr. Grant - GMU
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Comprehension Development - Dr. Grant - GMU

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By Dr. Grant - GMU

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    Comprehension Development - Dr. Grant - GMU Comprehension Development - Dr. Grant - GMU Presentation Transcript

    • Comprehension Development Reading the word and the world- Freire & Macedo R. Grant
    • Defining Comprehension Think-pair-share: How do you define comprehension?  Think about it for a moment.  Share your thoughts with a peer.  Now, share your definition and your neighbor’s with the class.
    • Critical Pedagogy, Literacy and Understanding Reading does not consist merely of decoding the written word or language; rather, it is preceded by and intertwined with knowledge of the world. Reading always involves critical perception, interpretation, and rewriting of what is read. (Freire & Macedo, 1987)
    • Defining Reading Comprehension Comprehension is a creative, multifaceted process in which students engage with the text (Tierney, 1990) Comprehension is the process whereby the reader constructs meaning by interacting with the text (Anderson & Pearson, 1984)
    • Theories about Comprehension Behaviorist Cognitive Scheme Reader Response Critical Literacy Sociocultural Culturally Responsive Pedagogy
    • Factors influencing comprehension-the reader The reader- the background knowledge that readers bring to the reading process influences how they understand the text as well as the strategies they use while reading
    • Factors influencing comprehension- text and purpose The text being read- the author’s ideas, the words used to express those ideas, and how the ideas are organized and presented affect comprehension Readers vary the way they read according to their purpose
    • Subprocesses of Comprehension Microprocesses focus on fluency, the ability to read quickly, smoothly, and with expression Integrative processes deal with the semantic and syntactic connections and relationships among sentences
    • Subprocesses of Comprehension Macroprocesses relate to the big picture– the entire text  Components of macroprocesses  Recognizing the structure of text  Selecting the most important information to remember
    • Subprocesses of Comprehension Elaborative processes are used by students to activate their background knowledge and make connections with the text they are reading or listening to  3 types of connections  Text-to-self  Text-to-world  Text-to-text
    • Subprocesses of Comprehension Metacognitive processes is students’ conscious awareness of their thinking  Elements of metacognitive processing  Awareness  Monitoring  Fix-up strategies
    • Levels of Comprehension Literal Focus on identifying main ideas & details, sequencing events, & noticing cause-effect relationships Inferential Reading between the lines to make inferences or draw conclusions Evaluative Go beyond the text & think more deeply
    • Basic Goals of Reading To enable the learner to gain understanding of the world and of themselves To develop appreciations and interests To help the learner to find solutions to their personal and group problems To develop strategies to support independent understanding and thinking
    • Teachers’ Role To support comprehension teachers need to:  Activate students’ prior knowledge  Guide students’ reading of a text  Foster active and engaged reading  Reinforce concepts gleaned from the text reading  Encourage careful/critical thinking  Pursue inquiry on different topics