comprehension
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comprehension [2022/03/14 18:00] – [Skills, Strategies, and Dispositions] 76.23.135.43 | comprehension [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 " | 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 reading studies | + | The first studies to really kick off strategy instruction research |
* 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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In students below third grade we build background knowledge through [[oral_language_development# | In students below third grade we build background knowledge through [[oral_language_development# | ||
- | ===== In the Classroom ===== | + | Prior knowledge also includes |
+ | 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 ==== | ||
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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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+ | ===== Early Childhood ===== | ||
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+ | [[Comprehension in Early Child Classroom]] involves Meaning making across so many modalities and usually driven through play. Oral Language focuses on oral language development, | ||
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+ | ==== 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' | 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' | ||
- | ==== Written | + | ==== 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 ==== | ||
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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 ==== | ||
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' | 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' | ||
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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]] | ||
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- | FORT Objective: application of strategies to electronic texts (0007) | ||
==== English Language Learners ==== | ==== English Language Learners ==== |
comprehension.1647280847.txt.gz · Last modified: 2022/03/14 18:00 by 76.23.135.43