Childrens Literature and Literacy

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comprehension [2022/03/14 17:54] – [Strategy Instruction] 76.23.135.43comprehension [2022/11/18 19:32] (current) – [Early Childhood] jgmac1106
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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 "processes" or reading strategies combine the new information with existing schema like a computer program. 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 "processes" or reading strategies combine the new information with existing schema like a computer program.
  
-The first studies to really kick off reading studies began with Palinscar and Brown in 1984. They tried to identify the general "thinking skills" involved in reading that cut across all general thinking tasks and decided on:+The first studies to really kick off strategy instruction research began with Palinscar and Brown in 1984. They tried to identify the general "thinking skills" involved in reading that cut across all general thinking tasks and decided on:
   * 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  explainthe variance in reading accuracy but not comprehension. +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  explainthe variance in reading accuracy but not comprehension. 
  
 ===== Skills, Strategies, and Dispositions ===== ===== Skills, Strategies, and Dispositions =====
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 Comprehension, unlike phonemic awareness and phonics is a often seen as a strategy and not a skill. According to Paris, Wasik, and Turner (1991) we teach skills to automaticity. Strategies take explicit monitoring of understanding and goal setting. Comprehension, unlike phonemic awareness and phonics is a often seen as a strategy and not a skill. According to Paris, Wasik, and Turner (1991) we teach skills to automaticity. Strategies take explicit monitoring of understanding and goal setting.
  
-This line of work in reading comprehension research shares research in chess players from information processing theories studies. These chesss 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. Yet you have to read with that "critical eye." Dispositions and other affective influences are hard to measure and teach and therefore often get overlooked in curriculum.  
 + 
 +Recent research in disciplinary literacies suggest these dispositions may actually involve more encularated practices and that "comprehension" requires learning the ways of being of a specific discipline. Not simply understanding or comprehending a science text book but knowing how a scientist would use the concepts in their every day talk in a way that signifies membership. 
  
 ===== Role of Background Knowledge ===== ===== Role of Background Knowledge =====
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 If you know about trout fishing you understand an article about trout fishing. If you know about trout fishing you understand an article about trout fishing.
  
-In students below third grade we build background knowledge through [[Oral Language and Comprehension]]. This builds up skills and strategies around [[role_of_background_knowledge|Vocabulary and Comprehension]]+In students below third grade we build background knowledge through [[oral_language_development#oral_language_and_comprehension|oral language skills]]. This builds up skills and strategies around [[role_of_background_knowledge|Vocabulary and Comprehension]]
  
-===== In the Classroom =====+Prior knowledge also includes the kind of "knowledge that learners acquire because of their social roles, such as those connected with race, class,gender, and their culture and ethnic affiliations.” (Bransford, 
 +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.
  
 +===== Beyond Cognition. Culture and Meaning Making ====
 +
 +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, 2000). Our definition of reading has long focused on the psychological processes involved (Snow, Burns, & Griffin, 1998).
 +
 +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" (Gee, 1996). 
 +
 +For many students reading curriculum gets "done" to them and they do not "do literacy". This in turns creates negative images of their identities as readers and writers which will haunt performance (Alvermann, 1996). Basically every student comes to school loving reading and writing, but the majority leave hating it. Why?
 +
 +Culture.
 +
 +Scholars have suggested that [[culturally proactive curriculum]] (Gay, 2000; Garcia & O'Donnell-Allen) will improve not just test scores but the literate lives of students.
 +
 +
 +
 +
 +===== Early Childhood =====
 +
 +[[Comprehension in Early Child Classroom]] involves Meaning making across so many modalities and usually driven through play. Oral Language focuses on oral language development, rich dialogue, good story telling, and interaction with many books. 
 +
 +==== In the Classroom ====
 ==== Strategy Instruction ==== ==== Strategy Instruction ====
  
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 The Common Core State Standards put a greater emphasis on a specific school of literary critique that focuses on [[Close Reading]]. The focus is on multiple readings that focus on meaning, structure and author's craft without "leaving the four corners of the page."  The Common Core State Standards put a greater emphasis on a specific school of literary critique that focuses on [[Close Reading]]. The focus is on multiple readings that focus on meaning, structure and author's craft without "leaving the four corners of the page." 
  
-==== Written Response ====+==== Text Based Analysis ==== 
 + 
 +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). 
 + 
 +Often we teach children and students alike to [[annotate]] the text as a form of analysis. 
 +==== Text Based Discussion ==== 
 + 
 +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, and open ended questions improve comprehension ((Nystrand & Gamoran, 1991).  
 + 
 +The [[text based discussions]] lead to increased cogntivite complexity through explicit interaction with source material. 
 +==== Text Based Response ====
  
 As teachers we often use writing activities to promote and measure comprehension. In fact you have to be careful to make sure you are measuring comprehension and not conflating a writing measure. In other words does the paragraph measure as student's ability to write or the understanding of the texts. As teachers we often use writing activities to promote and measure comprehension. In fact you have to be careful to make sure you are measuring comprehension and not conflating a writing measure. In other words does the paragraph measure as student's ability to write or the understanding of the texts.
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 FORT Objective: knowledge of reading as a process to construct meaning FORT Objective: knowledge of reading as a process to construct meaning
  
-[[Internet Research]] 
- 
-FORT Objective: application of strategies to electronic texts (0007) 
  
 ==== English Language Learners ==== ==== English Language Learners ====
comprehension.1647280486.txt.gz · Last modified: 2022/03/14 17:54 by 76.23.135.43