Reading comprehension exploration test
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The document appears to be a reading comprehension assessment for a student. It contains several sections that evaluate whether the student employs effective reading strategies when encountering difficult text, such as rereading, skipping ahead, or seeking simpler material. It also assesses whether the student understands how to learn effectively using strategies like asking questions, using dictionaries, discussing material, and varying study techniques. Finally, it evaluates the student's ability to locate and understand textual elements like prefaces and indexes, as well as use reference materials and interpret visual aids.
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Before, during, and after reading strategies are discussed to improve comprehension. Before reading, the document recommends setting a purpose, previewing the text, activating background knowledge, and making predictions. During reading, strategies include monitoring comprehension, visualizing, questioning, making connections, and determining importance. After reading strategies involve reflecting, clarifying understanding, summarizing, discussing with others, and applying the new information. The document provides examples and explanations of how to implement these strategies at each stage of reading.
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The document discusses several reading strategies and concepts:
1. Directed Reading/Thinking Activity is a strategy where students sample a text, make predictions, and confirm or correct their predictions after reading.
2. SQ4R is a reading strategy where students survey, question, read, write, recite, and review a text.
3. Running records are an informal assessment where the teacher records errors as a student reads aloud to assess fluency and word identification skills.
4. Top-down and bottom-up are approaches to reading where top-down starts with the whole text and proceeds to parts, while bottom-up starts with individual letters and builds to whole words and text.
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Reading comprehension exploration test
- 1. Reading Comprehension Exploration Test Student Date Not yet Sometimes Yes When the student is puzzled while reading, does he routinely try harder to understand? Does the student reread puzzling text Does the student skip a few words to see if it makes sense when one reads on a bit? Does the student seek material at a more introductory level? Does the student show an understanding of how to learn effectively? Does the student pause in reading to ask questions to determine if he has been able to build a mental representation of the passage topic? Does the student use a dictionary to clarify the meaning of the puzzling words in the passage? Does the student seek to talk about material read to better understand and remember? Does the student highlight what must be remembered to limit material to review for a test or just to remember for life? Does the student use mnemonic tactics such as creating acronyms to remember information (e.g., Remembering the word HOMES can help one name the great lakes)? Does the student use study procedures, such as previewing text, setting questions before reading, trying to answer the questions after reading, and reviewing the text to re‐study points? Does the student know that he should pay vigilant attention when his teachers teach a guided or directed reading lesson before assigning reading? Does the student realize that there are ways other than reading to learn information (e.g., Does the student know that if he cannot read the words, he can still learn the information if he can get someone to read and discuss the text with him)? Does the student understand that if he reads widely on many topics he will learn more information and vocabulary so that he will be able to listen to or read more and more material, including text that is increasingly sophisticated (Rogers, 2002)? Does the student take responsibility for studying by practicing good study habits (e.g., setting aside adequate time to study for tests and to prepare projects)? Does the student make notes, document sources, make graphic aids, outline, draft, and revise writing as a way to learn? Does the student know that if he cannot understand the text (or lecture or videotaped material), he will be able to understand a more introductory presentation of the information?
- 2. Can the student find the text he must read to learn? Can the student use book parts to find the title of a work, as well as the author, publisher, city of publication, edition, copyright date, and so forth. Can the student quickly locate and understand the function of book parts such as preface, foreword, introduction, table of contents, list of figures, chapter headings, subtitles, footnotes, bibliography, glossary, index, and appendices? Can the student locate information in a dictionary (e.g., use guidewords and a thumb index, locate root words, use the pronunciation guide, select the word meaning appropriate to the passage)? Can a student use encyclopaedias? Can he use information retrieval tools such as an electronic card catalogue in a library, an online database, or an Internet search engine? Can the student use the graphic aids the author uses in place of text to convey the message? Can the student read graphs, charts, tables, cartoons, pictures, diagrams?