Module+9_Chapter+13

Everyone responds here. Be sure to put your initials next to your answer.
 * __Professor Questions: Grand Conversation__**

1. What does research say about the topic? TH: Skilled reading comprehension is complicated. Reading words needs to be fluent because both decoding and comprehension are held in short-term memory, which has a limited capacity. Emphasis on decoding should improve reading comprehension. The causal relationship between teaching of vocabulary and improvement of comprehension has been established. Strategies used before-during-after reading increase comprehension. VI-S: This chapter stresses that skilled comprehension is complicated depending on letter, word, and and above the word level processes. The focus of this chapter will be on above the word level processes. Research has shown that improving decoding instruction should improve the comprehension of readers. Its shown that good comprehenders usually have good vocabularies. MC: I found it interesting that in the summary of the chapter the text states "comprehension does not develop very well on its own." All the research and all the time that is spent on research was used basically to say that student's don't learn to read by themselves. AW: Metacognition is the ability to think and what's going on while you read. We should strive to get our students to think constantly while they read and self-regulate their reading. Meaning, comprehension comes easily (so to speak) and the student is aware of what's going on. "Skilled readers know how to get meaning from the text."

2. In what ways does strategically active reading affect metacognition? TH: Metacognition is knowledge of thinking processes, both knowledge of the thinking occurring in the here and now and in the long term. When a child is aware of his understanding or lack of understanding of the text being read, he is able to use "fix up" strategies in order to make sense of the text. Skilled readers know how to get meaning from text. They know how to decode words quickly, can relate what is being read to prior knowledge, make predictions, asks questions while reading, and uses fix up strategies. VI-S: Good readers know how, use, and do use decoding & comprehension strategies when they need them. Fluency and extensive background knowledge contribute to comprehension skills. Comprehension strategies can be taught using teacher explanations and modeling of the strategies followed by student practice of comprehension strategies. MC: Metacognition is understanding and being aware of your own thinking process for both short and long term. As a reader, once you are a skilled reader, metacognition concerning reading allows the you to use little effort to decode words which increases cognitive ability in order to "make room" for comprehension and other skills that are required while reading. AW: As one goes up, so does the other. Strategic reading enhances metacognition and vice versa.

3. Plan ways to have students become active readers within your classroom. TH: In my classroom, we attend to the individual skills needed for each child to become a better reader. That may mean we work on decoding, comprehension strategies, vocabulary development, etc. I need to provide more time for students to read for enjoyment as well as for fluency. It is difficult for me because I only have my students in 30 minute class periods. VI-S: We use the smartboard a lot. As we go through a story students discuss many aspects of the story. When they practice specific strategies they work in groups. My students usually stay pretty active throughout reading. MC: I wish I had a smartboard! We use several different methods in sixth grade to work on comprehension. I have even had my students write a one paragraph summary after watching a movie that corresponds with a novel we recently read. Having them write the paragraph requires them to "think back" and remember details from the movie. It usually takes us a day or two to watch the movie, so we have them write a paragraph at the end of each day.My sixth graders have different comprehension needs so we have multiple ways to work on them, and sometimes have to think outside the box. AW: I love using reading groups for this. We use about 4 or 5 readers about the same level to think as one reader and answer questions. We discuss and build knowledge together, stopping frequently to asses our reading. The kids love this and learn so much from their peers.

Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
 * __My Three Questions__**

Amanda's ?s

1. Name characteristics of "good comprehension"? TH: Good comprehension is when the reader understands the material/story being read. He can retell, using details. He can "teach" the material to another with little effort. VI-S: Good comprehension means that students can retell the story and understand what they have read. MC: Good comprehension does mean that the student is able to retell the story, and understand the concept and main idea present in the story. Great comprehension means that the student can retell the story in great detail as well as understand what he/she read.

2. How would you explain self-regulation and metacognition to your students? TH: I would break down the words and explain that self-regulation means exactly what it says - the ability to regulate yourself. As that pertains to reading, the reader is able to regulate his own reading. The reader is able to determine when he is having problems and dig into his "tool belt" for a strategy to fix the problem, then continue reading. The reader is able to answer his own questions about the text. VI-S: I would say that it is important to monitor their own reading. If they are not understanding something then they need to use a strategy that will help them. MC: I agree with Toni about breaking down the words, but I think I would give them generalized phrases to connect to those terms as well. For example, with self regulation I would say "call it check your self" and with metacognition I might call it "breezing through" or "getting it" while you read. I have found that attaching those phrases to harder terms helps my special ed kids understand what they are doing and what is being communicated.

3. Which process is more important, before, during or after reading strategies? TH: They all play an important role in comprehension. But, for my ELL kids, I think the before part is most important because without background knowledge and vocabulary knowledge, my kids will have NO CLUE about what is being read. They can't make meaning of things they know nothing about. VI-S: All are important in comprehension of the story/text. Students need to have some background knowledge of what they are reading. During the story students still need to make connections and monitor their reading. After, it is important for them to summarize what they read. MC: I agree, I think all parts are important and make for a more balanced reading experience.


 * Mandy's ?s**

1. Was there ever a time that you struggled with comprehending the material you were reading? What strategies did you use to help you? TH: I have been a good reader as long as I can remember. I used to use recess time to read books. But, there were those social studies/history classes - yuck. That material was difficult for me because I simply was not interested in it. So, I used the text structure to help me get through it faster. I tried to outline the material also - so I could easily find what I needed if I needed it again. AW: I don't remembering struggling, but I still reread passages when I don't understand or to understand more deeply. I like to chew or meditate on what I am reading, if it's difficult. I also like to read to myself out loud to better understand.

2. How do you encourage your students to continue to read and practice comprehension outside of the classroom? TH: I try to get them hooked on a series. Once they already know the main characters, it is easier to read the rest of the books. I also try to encourage them to read things they enjoy (regardless of the reading level). AW: I try to get parents involved with how important this is. I also encourage my kids with bribes!! We have reading graphs that they fill out for how many minutes they read each week. I offer rewards for those students who turn them in on time and read **often.**

3. Do you feel like you spend more time teaching comprehension or testing it? TH: Teaching it, definitely. But, I teach a pull-out program. I have to administer English Language Proficiency testing once a year (it takes forever, but it is at the end of the year). Even when I taught a regular third grade class, I taught more than I tested (because I am a rebel - and ditched the basal reader, it was homework, and taught literature units at the fourth grade level. If you teach them HOW to read - note new characters, setting, plot (in ten words or less), they get excited because they are interested.) My Principal never questioned what I did, because all my kids (even my ESL kids) passed the state mandated test EVERY year! I think that most of the teachers in my current building test more - because they can't teach "outside of the box" without being called on the carpet. It is sad. AW: Definitely teaching it. I teach at a private school, so we are not forced to test as much as public school. That frees me up to teach more than I test! It's nice...sorry girls, don't mean to brag!

Toni's ?s 1. What are some “before reading” strategies you use to increase your students’ comprehension? VI-S: My students are asked to do a book walk. They look at the title and pictures to make predictions of what is going to happen in the beginning, middle, and end. MC: I have used KWL, webquests, anticipation guides, and making predictions before we read a novel or short story. I usually do more pre-reading strategies when we are going to read a novel than when we are reading a short story or working on poetry or a piece of informational text. AW: Before reading, we do prediction activities and graphic organizers. We do story walks and study the title. If it's a familiar subject (and even if it's not), we always tell what we know about the subject. Sometimes they share publicly or just with a friend. I love using Sketch to Stretch too. This activity can be used before, during or after reading.

2. What are some “during reading” strategies you use to increase your students’ comprehension ? VI-S: I discuss with my students that they can stop and reread. Also because my students struggle I tell them to stop at the end of the page and retell themselves what just happened. They use whats called a color block. They associate a color for different main events that happen. Then at the end of the story they can go back and use the colors to help retell the story and remember what has happened. They really liked using this strategy and it works for all ages. MC: When we read a novel we stop after a chapter or two and either do questions in discussion format or in small group. Sometimes we look for examples of literary terms like similies or metaphors. I also refer back to the anticipation guide to see if we were right or wrong if I used that as a pre-reading strategy. AW: I agree with Vanessa. I use that strategy as well. During reading, we use think clouds to stop and assess our reading. We evaluate and make predictions. We clarify confusion and make new predictions. My kids LOVE think clouds!

*3. I understand the importance of having children work in groups to gain comprehension. Do you think that occurs in most classrooms? If not, why? VI-S: Some classrooms but not many. I think teachers feel it is too chaotic. Sometimes students can learn more from a peer who maybe uses different vocabulary to explain the same thing. MC: We do it a lot in my classroom, but we usually have two teachers since we co-teach, which helps to monitor the groups. It also helps to change up the number of kids in the group from time to time or change up how the groups are arranged depending on what we are working on. Sometimes we are able to use different classrooms to spread the groups out. I agree with Vanessa, though. I do think some teachers think that groups are sometimes too chaotic, and don't want to "mess" with it. AW: I hope it does! I try to use a variety of means (partners, individually, small groups) but I find that my kids thrive in small groups. It's just enough people to have discussion, but not so many that someone gets lost or feels left out. I think it happens in most younger classrooms, but I would be anxious to know if that continues in the older classrooms, or if individual work prevails.


 * Vanessa's ?s

1. How do you know if your students are active readers; before, during and after reading?** TH: If your students are involved in the activities you are presenting before, during, and after reading - they are probably active readers. If not, you know which areas you need to strengthen so they become active readers. MC: I agree with Toni! If your students are engaged in your pre-reading activities and during and after reading chances are they are paying attention and not struggling. The struggle comes with kids who "cover up" the fact that they are not active readers by being engaged in activities at a minimum rate. I try to notice if I have a student who is in that place, and then I try to visit with them and find out what is going on or how I can help them with the material we are reading. AW: Active readers talk about books and show interest. They are motivated and want to participate in discussion. Active readers not only look like readers, but sound like readers. Active readers are able to focus and articulate. This is of course, most of the time. Occasionally, one will sneak past without one of these qualities.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**2. Do you feel students are taught to apply the strategies they learn throughout the day ?** TH: I think that most students need to be "reminded" of the strategies they know. They regularly use them in reading instruction because it is expected of them. But, many times they need a "reminder' that a particular strategy would work well in science or social studies. Transfer does not always come automatically, but it can be taught. MC: I know in my case I do have them use the strategies in my language and literature classes, but I am not sure if the other teachers (science, history, etc) remind them to use strategies to read their text just like if they were in "reading class". I have noticed that some of the other subject teachers feel it's not their place to "teach reading" but they want their kids to comprehend the material. I don't get that! <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">AW: I agree with Toni. My kids need reminders. I think we teach them, but that doesn't always translate until much later in life. Students need reminders on everything. That's where think alouds come in and modeling from the teacher.

3. H ** ow does being a strategic active reader affect comprehension ? ** TH: Strategic active readers ask themselves questions, monitor their reading by rereading if something doesn't make sense, make predictions/revisions during and after reading. Active readers TRY to make sense all the time - and that's want comprehension is all about. MC: I think being a strategic reader has a huge affect on comprehension. If they are using the strategies that they have been taught to use and are not struggling with comprehension then they are going to be able to obtain the information needed from any daily text or book or short story that they read. However, if they do not know how to employ those strategies, they are not going to comprehend much and they will struggle when they read. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">AW: Strategic, active readers become more self-regulated and their comprehension is greater. They are more involved in what they are reading. As one elevates, so does the other.