The Reading Process

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The Reading Process
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The Reading Process

• Reader
• Strategies
• Frontloading
• Context
• Text

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• Your first decision is to choose the size your
  desire. Once you have made your selection,
  examine the general shape to determine where to
  start. The initial incision is always at the
  top, and you should continue until you can lift
  it cleanly. The removal of the interior portion
  can be fun, although some people regard this as
  the least enjoyable aspect. Once the shell is
  empty, you can begin to craft a personality.
  Some prefer a forbidding likeness, while others
  follow a more humorous direction. Finally,
  arrange for a source of illumination. Enjoy your
  results while you can, for your work will soon
  begin to sag.

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• Instead of having students read, we may resort to
  telling them what they need to know or we may
  turn to other media for instruction.
• Students need to develop effective reading
  behaviors in order to survive and be successful
  in school.

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• Students who will not read are as disadvantaged
  as students who cannot read.
• Readence, Moore, and Rickelman Prereading
  Activities for Content Area Reading and Learning
  (2000)

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• Three elements work interactively to determine
  the meaning a reader constructs from a text
• the reader
• the learning climate
• text features

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• The reader constructs meaning using
• schema knowledge framework
• prior knowledge
• metacognition fix-up strategies
• reading and writing
• collaboration

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• The questions that p_______ face as they raise
  ch_____ from in_______ to adult life are not easy
  to an____. Both f_____ and m_____ can become
  concerned when health problems such as co______
  arise any time after the e_____ stage to later
  life. Experts recommend that young ch_____
  should have plenty of s____ and nutritious food
  for healthy growth. B____ and g_____ should not
  share the same b_____ or even sleep in the same
  r____. They may be afraid of the d_____.

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• The questions that poultrymen face as they raise
  chickens from incubation to adult life are not
  easy to answer. Both farmers and merchants can
  become concerned when health problems such as
  coccidiosis arise any time after the egg stage to
  later life. Experts recommend that young chicks
  should have plenty of sunshine and nutritious
  food for healthy growth. Banties and geese
  should not share the same barnyard or even sleep
  in the same roost. They may be afraid of the dark.

The questions that poultrymen face as
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• When they (students) arent successful at
  comprehending what they read, they blame the
  text, themselves, even their teacher.
• Billmeyer and Barton Teaching Reading in the
  Content Areas (1998)

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The Learning Climate

• Acceptance
• Help students feel like they matter
• Safety and Order
• Sense of emotional safety
• Classroom rules
• Purpose for each reading assignment
• To learn specific facts
• To acquire a general understanding of a concept
• To interpret and evaluate authors message

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Competence and ValueFeel capable of succeeding

• Confidence in ability to access prior knowledge
• Fill in any gaps
• Chunk up assigned work into manageable pieces
• Acknowledge small/large successes
• Encourage risk-taking
• Validate responses (give credit for correct
  aspects of an incorrect response)

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Competence and ValueRelevance of the learning
activity

• What the students will gain from
  learning the content material

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Scaffolding

• Supporting students before, during, after
  they read
• Prereading
• - relating passage contents to
  students worlds
• - presenting key vocabulary prior to
  encountering it in the text
• - noting the organization

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• Opposite of simply handing out challenging text
  passages and expecting students to learn.
• Readence, Moore, and Rickelman, Prereading
  Activities for Content Area Reading and Learning
  (2000)

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Vocabulary Development Strategies

• Concept Definition Mapping
• Frayer Model
• Prereading predictions
• Semantic Feature Analysis
• Semantic Mapping
• Stephens Vocabulary Elaboration Strategy (SVES)
• Student VOC Strategy
• Word Sorts

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Text Features

• Reader aids
• Any pictorial, typographical, graphic, and
  structural representations whose purpose is to
  convey information
• Bold print
• Headings
• Italics
• Bulleted material
• Pictures

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Text Features

• Reader aids
• Vocabulary
• Terminology the author uses to express ideas and
  concepts

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Cone

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Juice
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Eye
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Shutter
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Hunker
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• We are in the cone so we had better shutter our
  windows, hunker down, and hope we dont lose our
  juice when the eye passes.

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• The gap between what your students already know
  and what passages present helps determine what
  teachers need to provide during the prereading
  stage of an assignment.
• Readence, Moore, and Rickelman Prereading
  Activities for Content Area Reading and Learning
  (2000)

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• Vocabulary knowledge is the single most important
  factor contributing to reading comprehension.
• Billmeyer and Barton Teaching Reading in the
  Content Areas (1998)

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Vocabulary

• Consists of major concepts
• Rarely associated with concepts that students
  already know
• Are often semantically related

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Vocabulary

• Students need
• Strategies that can help them learn what new
  concepts mean and see the connections between
  these concepts
• Multiple opportunities to learn how the words are
  conceptually related

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• Studies reveal that teachers devote most of their
  time to presenting new content, but this does
  little to prepare students to read text
  assignments or to internalize what they read.
• Wood and Muth, 1991

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Text Structure

• The organizational pattern the author employs to
  express his ideas
• The student makes meaningful connections
• Locate and identify important information
• Recognize the relationships
• Organize into a mental pattern or sequence

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• Narrative text Primary purpose is to entertain.
  (Novels, short stories, etc.)
• Informational text/Expository text (textbook
  chapters, newspaper, magazine articles, reference
  material)

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• Content area teachers can help students improve
  reading comprehension by making sure their
  students understand
• The difference between narrative text and
  informational text
• The organizational patterns typically used in
  each
• How to recognize these different organizational
  patterns

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• The procedure is actually quite simple. First
  arrange items into different groups. Of course
  one pile may be sufficient depending on how much
  there is to do. If you have to go somewhere else
  due to lack of facilities that is the next step
  otherwise, you are pretty well set. It is
  important not to overdo things. That is, it is
  better to do too few things at once than too
  many. In the short run this may not seem
  important but complications can easily arise. A
  mistake can be expensive as well. At first, the
  whole procedure will seem complicated. Soon,
  however, it will become just another facet of
  life. It is difficult to foresee any end to the
  necessity for this task in the immediate future,
  but then, one never can tell. After the procedure
  is completed, one arranges the materials into
  different groups again. Then they can be put
  into their appropriate places. Eventually they
  will be used once more and the whole cycle will
  then have to be repeated. However, that is part
  of life.
• Bransford Johnson, 1972, pg. 722

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Organizational Patterns

• Compare/contrast Organizes information about
  two of more topics according to their
  similarities.

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Organizational Patterns

• Descriptive Organizes facts that describe the
  characteristics of specific persons, places,
  things, and events. These characteristics do not
  need to be given in any particular order.

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Organizational Patterns

• Episode Organizes a large body of information
  about specific events. This information includes
  
• the time and place
• specific people
• specific duration
• specific sequence of incidents that occur
• the events particular cause and effect
• ex. Watergate

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Organizational Patterns

• Process/cause-effect
• Organizes information into a series of steps
  leading to a specific product
• or
• Organizes information in a causal sequence that
  leads to a specific outcome

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Organizational Patterns

• Time sequence

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Organizational Patterns

• 6. Concept/Definition
• Organizes information about a word or phrase that
  represents a generalized idea of a class of
  persons, places, things, and events (e.g.,
  dictatorship, economics, culture, mass
  production).
• Concept/definition text defines a concept by
  presenting its characteristics or attributes, and
  sometimes examples of each.

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Organizational Patterns

• Generalization/principle Organizes information
  into general statements with supporting examples.

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Organizational Patterns

• There are many key words that indicate
  organizational patterns.
• For example difference, alike, place,
  how long, in order, the order of, since, the
  following, after, before, can be defined as,
  means, first, last, because, due to

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• Students need to be encouraged to examine the
  text closely and interact with the text. Thought
  provoking questions help to make that happen
  before, during and after reading. Classrooms
  rich with student talk facilitated by the teacher
  will result in real learning and deeper
  understanding of text.
• Rose Napoli, 2004

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• The battles for greater student
  literacy must be fought in classrooms and can be
  only be won by teachers, administrators, and
  parents who understand the complexities of
  reading.
• Cris Tovani
• I Read It, but I Dont Get It (2000)

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