comprehension
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comprehension [2022/03/15 13:47] – [Text Based Response] 76.23.135.43 | comprehension [2022/03/15 16:06] – [Beyond Cognition. Culture and Meaning Making] 76.23.135.43 | ||
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Information Processing theory suggests we have long term memory like a hard drive, which organizes information in schemas. We have auditory and visual inputs that decode meaning into our short-term memory like RAM. Our " | Information Processing theory suggests we have long term memory like a hard drive, which organizes information in schemas. We have auditory and visual inputs that decode meaning into our short-term memory like RAM. Our " | ||
- | The first studies to really kick off strategy | + | The first studies to really kick off strategy |
* questioning | * questioning | ||
* summarizing | * summarizing | ||
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* predicting | * predicting | ||
- | This research continued to evolve as reading comprehension was viewed as a problem solving endeavor over and above decoding. In fcat starting in third grade decoding | + | This research continued to evolve as reading comprehension was viewed as a problem solving endeavor over and above decoding. In fact starting in third grade decoding |
===== Skills, Strategies, and Dispositions ===== | ===== Skills, Strategies, and Dispositions ===== | ||
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This line of work in reading comprehension research shares research in chess players from information processing theories studies. These chess studies compared the problem solving stategies of experts and novice players. Researchers then applied [[Expert Readers and Strategic Thinking]] to reading comprehension. | This line of work in reading comprehension research shares research in chess players from information processing theories studies. These chess studies compared the problem solving stategies of experts and novice players. Researchers then applied [[Expert Readers and Strategic Thinking]] to reading comprehension. | ||
- | Skills and strategies turn to repeated behaviors over time. We refer to these as dispositions. Taking a critical stance, for example, is a disposition. It can involve skills such as quickly identifying an author and strategies of comparing multiple sources to verify claims. | + | Skills and strategies turn to repeated behaviors over time. We refer to these as dispositions. Taking a critical stance, for example, is a disposition. It can involve skills such as quickly identifying an author and strategies of comparing multiple sources to verify claims. Yet you have to read with that " |
Recent research in disciplinary literacies suggest these dispositions may actually involve more encularated practices and that " | Recent research in disciplinary literacies suggest these dispositions may actually involve more encularated practices and that " | ||
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Prior knowledge also includes the kind of " | Prior knowledge also includes the kind of " | ||
Brown, and Cocking, 1999, pg 60). We know the literacy practices of many students do not reflect the learned strategies often taught in school. These practices are not less, but different (Au, 1980, 1993, 2007; Ball,1997; Moje et al., 2004). Since literacy is a cultural practice different cultures place different meanings on what it means to be literate and the process of literacy acquisition. | Brown, and Cocking, 1999, pg 60). We know the literacy practices of many students do not reflect the learned strategies often taught in school. These practices are not less, but different (Au, 1980, 1993, 2007; Ball,1997; Moje et al., 2004). Since literacy is a cultural practice different cultures place different meanings on what it means to be literate and the process of literacy acquisition. | ||
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+ | ===== Beyond Cognition. Culture and Meaning Making ==== | ||
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+ | Beginning in the early eighties the cultural context of literacy. We know we utilize literacy practices for more than summarizing but as tools to mediate every day solutions to commerce, religion, war, and every aspect of humanity (Cole, 1996; Lee & Smagorinsky, | ||
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+ | Anthropologists and ethnographers began to push for an expanded definition of literacy (Au, 1981, Heath, 1983; Street, 2000) that accepted multiple literacies (New London Group, 1996). We acquire literacy practices culturally and cultures assume that the literacy practices of school "get learned" | ||
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+ | For many students reading curriculum gets " | ||
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+ | Culture. | ||
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+ | Scholars have suggested that [[culturally proactive curriculum]] (Gay, 2000; Garcia & O' | ||
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===== In the Classroom ===== | ===== In the Classroom ===== | ||
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==== Text Based Analysis ==== | ==== Text Based Analysis ==== | ||
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+ | Text based analysis requires one to interrogate a text to determine the literal meaning of what the text says, analyzing the [[text structure]] to see how a text works, and evaluating what a text means or wants you to do (Kurland, 1995). | ||
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+ | Often we teach children and students alike to [[annotate]] the text as a form of analysis. | ||
==== Text Based Discussion ==== | ==== Text Based Discussion ==== | ||
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+ | Students must interact and collaborate with peers and teachers using argumentation skills, reasoning, textual evidence and academic language when discussing texts. Classroom discussions of sustained dialogue, elaboration, | ||
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+ | The [[text based discussions]] lead to increased cogntivite complexity through explicit interaction with source material. | ||
==== Text Based Response ==== | ==== Text Based Response ==== | ||
comprehension.txt · Last modified: 2022/11/18 19:32 by jgmac1106