Online comprehensionmodule

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  • One reason is that comprehension is something that occurs inside the reader’s head. It is often a silent, motionless, personal act that involves cognitive, social and interactive processes and most of these processes are not observable. For proficient or “good” readers comprehending most text is automatic;m the focus is on the text’s content and not the ‘how’ of reading.
  • Teachers are often heard saying, “This child is reading well but their comprehension is not strong.” If we revisit the definition of comprehension given in the syllabus as – the processes by which readers bring meaning to and extract meaning from texts, then teachers will need to see the clear relationship between reading and comprehension for a child to be truly reading. The syllabus states that there are key comprehension strategies that proficient readers use. These strategies are described in detail in the recommended professional reading within this module.
  • What does it mean for children to be actively engaged with text? At this point it would be ideal to reflect upon our own classroom practice. The way that comprehension is explicitly taught and the structures that are in place to support students active engagement with text.
  • In understanding what proficient or “good” readers do before, during and after reading it is important to refer to the graphic in this module that highlights the key comprehension strategies used at each stage of the reading process.
  • This module has highlighted a range of comprehension strategies through the professional reading and the video and it is recommended that these strategies be explicitly taught. Some of these key startegies are seen on the next slide.
  • Comprehension Can be explicitly taught through the shared text. It is at the heart of any small group instruction. In line with the Gradual Release of Responsibility model children should also be given the opportunity to independently practice their knowledge and skills of comprehension through meaningful, connected tasks. Comprehension also belongs in all aspects of writing AND across all Key Learning areas.
  • Online comprehensionmodule

    1. 1. Why is comprehension one of the most challenging issues facing teachers of reading?
    2. 2. Comprehension is important because without it the student is not truly reading.
    3. 3. There has been a growing body of research on comprehension and one of the most significant findings is that proficient readers are active readers. They actively engage with the text using a number of strategies to gain meaning from it.
    4. 4. Before reading During reading After reading What do “good” readers do
    5. 5. Authors and researchers include from 6-18 strategies as being important for reading comprehension.
    6. 6. connecting comparing Reading Strategies synthesising visualising using analogy skimming chunking inferring sounding out predicting consulting a scanning reference re-reading paraphrasing/summarising reading-on self-questioning determining importance adjusting reading rate The Multidimensional Model of Reading Activate background knowledge Reading Processes review and clarify new vocab Preview texts set a purpose monitor understandings Adjust misunderstandings identify, extract and recall information reflect on information Three-cueing System Graphophonic SyntacticSemantic purpose Context of the Reading Event Sociocultural Influence author / reader relationship situation subject matter
    7. 7. Explicitly teaching reading comprehension strategies A co-operative learning model to support learners Encouraging readers to use strategies flexibly and in combination Using the strategies across the curriculum as appropriate and Building vocabulary knowledge. What works?
    8. 8. Where does comprehension fit in the English block?
    9. 9. English Block Guide Lines AssessmentandFeedback Shared Text spoken print visual media multimedia digital Explicit Teaching SpeakingandListening Task Board Small group Instruction (Guided practice) Interdependent/Independent Tasks Plenary/Learning Circle: (Time for further explicit teaching) 5-10 mins Modelled/Shared/Joint construction writing and representing (Explicit teaching) Small group instruction (Guided practice) Interdependent/Independent Writing and representing Planning Composing Reviewing Plenary/Learning Circle 15-20 mins 40 mins 15-20 mins 20-30 mins 5-10 mins

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