Post on 25-Jun-2018
transcript
INTERVENTION
CONVENTION:
COMPREHENSION Facilitated by Jennifer Gondek
Instructional Specialist for Inclusive Education
TST BOCES
jgondek@tstboces.org
http://inclusiveed.wikispaces.com/intervention+convention
Participants will:
Understand the importance of reading
comprehension in literacy development.
Be able to describe and implement three
research-based interventions to increase reading
comprehension.
Share teacher-created interventions that have
successfully improved reading comprehension.
Locate additional resources for further support.
SESSION OBJECTIVES
J. Gondek 2012
WHAT IS READING COMPREHENSION?
Comprehension is defined as “intentional
thinking during which meaning is
constructed through interactions between
text and reader”
(Harris & Hodges, 1995).
explicit or formal instruction in the
application of comprehension strategies
has been shown to be highly effective in
enhancing understanding.
teaching a combination of reading
comprehension techniques is the most
effective
suggests that teaching comprehension in
the context of specific academic areas—for
example, social studies—can be effective
THE RESEARCH
National Reading Panel, 2000, pp 4-27 J. Gondek 2012
7 INDIVIDUAL STRATEGIES
Mental Imagery and Mnemonic (Keyword) Strategies
Curriculum-Plus Strategies, Psycholinguistic, and
Listening Actively
Cooperative Learning
Graphic Organizers
Question Answering
Question Generation
Story Structure
Multiple Strategy Instruction
National Reading Panel, 2000, pp 4-27
QUESTION-GENERATION
STEP 1- MODEL:
Locate the Explicit Main Idea
Find Key Facts
Write a "Gist" Sentence
Generate Questions
STEP 2-APPLY
Give students a passage and have them
apply this strategy
TRY IT OUT!
RECIPROCAL TEACHING
Teachers model, then help students learn to guide group
discussions using four strategies: summarizing, question
generating, clarifying, and predicting.
Students become the “teacher” in small group reading
sessions.
Encourages students to think about their own thought
process during reading.
Helps students learn to be actively involved and
monitor their comprehension as they read.
RECIPROCAL TEACHING
http://www.readingrockets.org/strategies/reciprocal_teaching/
http://www.vdoe.whro.org/elementary_reading/ReciprocalTeaching
1-20-2010_F8_FastStart_512k.swf
CLICK OR CLUNK?
“What did the paragraph say?”
State the main idea
and Keep Reading?
Refer to the
Strategy Chart!
CLICK OR CLUNK?
“What do I remember?” (end of page)
Sufficient information!
Keep Reading?
Refer to the
Strategy Chart!
The dominant explanation for the Black Death is the plague theory, which attributes the outbreak to Yersinia pestis, also responsible for an epidemic that began in southern China in 1865, eventually spreading to India. The investigation of the pathogen that caused the 19th-century plague was begun by teams of scientists who visited Hong Kong in 1894, among whom was the French-Swiss bacteriologist Alexandre Yersin, after whom the pathogen was named Yersinia pestis.[40] The mechanism by which Y. pestis was usually transmitted was established in 1898 by Paul-Louis Simond and was found to involve the bites of fleas whose midguts had become obstructed by replicating Y. pestis several days after feeding on an infected host. This blockage results in starvation and aggressive feeding behaviour by the fleas, which repeatedly attempt to clear their blockage by regurgitation, resulting in thousands of plague bacteria being flushed into the feeding site, infecting the host. The bubonic plague mechanism was also dependent on two populations of rodents: one resistant to the disease, which act as hosts, keeping the disease endemic; and a second that lack resistance. When the second population dies, the fleas move on to other hosts, including people, thus creating a human epidemic.[40]
READING ACTIVELY
Read passage/paragraph attending to topic and key
details.
Cover up passage and state key details.
Reread passage to check for understanding.
Check off each detail remembered.
MAIN IDEA MAPS
Main Idea of the
Article
Main Idea
of each
Section
Main Idea
of each
Section
Main Idea
of each
Section
Main Idea
of each
Section