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.