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Chapter 14 Narrative


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Chapter 14 from Teaching Reading Sourcebook, 2nd edition

Chapter 14 from Teaching Reading Sourcebook, 2nd edition

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  • Young children are able to understand simple stories before entering school from having books read aloud, TV, and movies.
  • See page 636 for a story map example.
  • Question asking: See Story Structure Questions chart on page 637. Question answering: See the Bloom’s Taxonomy chart on page 638 that contains questions. See the questions for self monitoring on page 639.
  • See the questions for predicting on page 640.
  • Reader response Rosenblatt 1978 Bleich 1978, Bloome 1988, Morrow 1990 Vygotski 1978, Wood, Bruner, and Ross 1976 TSI Pressley, El Dinary 1992
  • Most traditional assessment often confuses comprehension with vocabulary or prior knowledge, word reading ability, and other reading skills. It also fails to represent the complexity of comprehension and does not distinguish specific processes or explain why the student is struggling.
  • Transcript

    • 1. Chapter 14: Narrative Reading Teaching Reading Sourcebook 2nd edition
    • 2. Narrative Reading
      • Comprehension instruction typically begins with narrative text because children
        • develop an awareness of narrative text early;
        • connect narrative text elements to their own lives.
      • Types of Narrative Text include
        • fables, folk tales, fairy tales
        • fantasies, science fiction
        • myths, legends, tall tales
        • plays, poems, short stories, novels
    • 3. Story Structure
      • Recognizing story structure is a prerequisite to effective strategy use.
      • Knowing story structure helps students identify what is relevant for understanding.
      • Story elements include:
        • setting
        • characters
        • plot
        • theme
      • A story map is a graphic organizer for narrative text structure.
    • 4. Strategy Application
      • Asking questions
        • Initially teachers model the types of questions readers need to ask while reading.
      • Answering questions
        • Teacher directed questions can encourage deeper levels of comprehension.
      • Monitoring Comprehension
        • Teachers model thinking aloud self monitoring questions.
      • Connecting to World Knowledge
        • Teachers guide students to connect to relevant prior experiences or to other stories.
    • 5. Strategy Application
      • Predicting
        • Teachers guide students to make predictions based on prior knowledge or story structure.
      • Constructing Mental Images
        • Teachers provide explicit teaching to help students create mental images as they read.
      • Summarizing
        • Narrative text summaries often take the form of retelling and focus on story elements.
      • Transactional Strategies
        • Emphasize collaborative discussion among learners.
    • 6. Research on Transactional Theories
      • Meaning is not found in text alone but is constructed by reader and text.
      • Group interpretation is different from that of any single reader.
      • Over time, group work helps students internalize the processes of the group.
      • Reader Response to Literature: This refers to how readers form personal responses through discussion and writing.
      • Transactional Strategies Instruction TSI: This emphasizes collaborative discussion, metacognition, motivation and reader response.
    • 7. When to Teach, Assess, Intervene
      • Comprehension instruction should begin as soon as students interact with text and continue through high school.
      • Students learn comprehension strategies in tandem with word-level strategies.
      • Reliable comprehension assessment should be aligned with instruction and include:
        • ongoing assessments of strategy use;
        • retellings, student think aloud protocols, and other process-focused measures, which can be used for diagnosing and remediation.