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					Reading comprehension
Reading Comprehension
               What is it?
  As the graphic suggests, is it simply a
  matter of being passive and taking in
            new information?
Reading Big 6
1. Oral language
2. Phonological (sound) awareness
3. Phonics (sound-letter) and word
   knowledge
4. Vocabulary
5. Fluency (“reading to learn” rather than
   “learning to read”)
6. Comprehension
Reading Big 6
Four Resources Model
• Code breaker (sound symbol
  relationship, alphabetic awareness,
  directionality)
• Text participant (background knowledge,
  meaning making, personal response)
• Text user (reading for work, pleasure or
  study)
• Text Analyst (critical reading)
Levels of Comprehension
Literal
• finding (F) – answer is clearly stated in one
   place
• connecting (C) – parts of the answer are
   clearly stated in different parts of the text
Inferential
• adding to (AT) – the answer is implied and
   reader uses clues to figure out the answer
• going beyond (GB) – reader uses prior
   knowledge to come up with an answer
         Yummy!
                                                  Jackie
                   May




                                  Tim
 Wendy
                                                 Kathryn loves
             Like Tom, which other               her chocolate
            children have chocolate?             edible coins.

                  Kathryn




Tom
                                   Wayne, Alice and
                                   a special friend
         Yummy!
                                                    Jackie
                    May




                                Tim (F)
 Wendy
 (AT)                                               Kathryn loves
             Like Tom, which other                  her chocolate
            children have chocolate?                edible coins.

                  Kathryn (C)




Tom
                                   Wayne, Alice
                                   (GB) and a
                                   special friend
     Like Tom, which other children have
     chocolate?
 Tom and his twin, Tim, were eating blocks of
chocolate while their sister Jackie read a book.
Wendy licked her sticky brown fingers of the
remains of the delicious treat, but May’s hands
were just covered in colourful paint. Kathryn
loves edible gold “coins”. She preferred these
to all other types of chocolates. She sat happily
in front of a huge pile of them. Meanwhile,
Wayne and Alice were having an enjoyable
and successful Easter egg hunt.
Like Tom, which other children have chocolate? Has the
extra sentence about Jackie changed your answer? If so,
why? What level of comprehension is required?

   Tom and his twin, Tim, were eating blocks of
  chocolate while their sister Jackie read a book.
  It was an Advent calendar. Wendy licked her
  sticky brown fingers of the remains of the
  delicious treat, but May’s hands were just
  covered in colourful paint. Kathryn loves edible
  gold “coins”. She preferred these to all other
  types of chocolates. She sat happily in front of
  a huge pile of them. Meanwhile, Wayne and
  Alice were having an enjoyable and
  successful Easter egg hunt.
Pre, during and post Reading
Pre reading
• Activate prior knowledge
• Clarify new vocabulary
• Preview texts
• Set a purpose
Pre, during and post Reading
During reading
• Monitor understanding
• Adjust misunderstanding
• Revise predictions
• Problem solve for new vocabulary (e.g.
  look for root word, use context, read on)
Pre, during and post Reading
Post reading
• Identify information
• Extract information
• Recall information
• Reflect upon information
• Transform information
• Apply information
Some characteristics of
more proficient readers
Pre    •Have goals in mind and know their purpose
       for reading
       •Make predictions about the text
       •May decide to read all, some or none of text
During •Confirm or correct predictions
       •Monitor comprehension
       •Generate questions about the text
Post   •Decide if goals were achieved
       •Summarise major idea(s)
       •Seek additional information
       •Reflect on how the text matched predictions
Group work: Teaching
Comprehension Strategies
  Reading through the handouts about
  various pre, during and post reading
  strategies.
• What experience have you had of using
  any of these teaching strategies?
• Which strategies support inferential
  comprehension?
• Which strategies would you like to know
  more about?
References
4 Roles of a Reader, DECS Disability Services
Building Levels of Comprehension, Hawker
  Brownlow Education, 2008
Reading Big 6 available from
  www.decs.sa.gov.au/lieracy
  >Resources>Resource Papers
Tactical Teaching Reading Course Book 1,
  STEPS Professional Development, 2009
Trehearne, M.P. Comprehensive literacy
  resource for grades 3-6 teachers , ETA
  Cuisenaire, 2006

				
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