Basic Skills Across the Basic Skills Across the CurriculumCurriculum

Student Success InstituteStudent Success InstituteASCCCASCCC

February 26, 2011February 26, 2011Dr. Tim BrownDr. Tim Brown

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What is reading?What is reading?

It has been defined many waysIt has been defined many ways ……a thinking (cognitive) processa thinking (cognitive) process ……reconstruction and interpretation of meanings reconstruction and interpretation of meanings

behind printed symbolsbehind printed symbols ……the process of understanding written languagethe process of understanding written language

There are some points of general agreementThere are some points of general agreement Readers are Readers are activeactive in constructing meaning from text. in constructing meaning from text. Reading comprehension and reading are Reading comprehension and reading are

synonymous synonymous • when understanding breaks down reading does not occurwhen understanding breaks down reading does not occur• the result is the result is passivepassive word recognition word recognition

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What is reading comprehension?What is reading comprehension?

Reading comprehension…understanding and retaining ideas from Reading comprehension…understanding and retaining ideas from printprint

Literal levelLiteral level• What ideas are in the line?What ideas are in the line?• What is actually stated?What is actually stated?

facts and detailsfacts and details rote learning and memorizationrote learning and memorization

Inferential level (interpretation)Inferential level (interpretation)• What ides are between the lines?What ides are between the lines?• What is meant by what is stated?What is meant by what is stated?

tapping into prior knowledgetapping into prior knowledge drawing conclusionsdrawing conclusions

Critical evaluative level (application)Critical evaluative level (application)• What ideas are beyond the lines?What ideas are beyond the lines?• What is the value of what was said?What is the value of what was said?

analyzinganalyzing synthesizingsynthesizing applyingapplying

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What is fluent reading?What is fluent reading? Fluent reading is an active process in which the reader calls on experience, Fluent reading is an active process in which the reader calls on experience,

language, and prior knowledge to anticipate and understand the author's language, and prior knowledge to anticipate and understand the author's written languagewritten language

Fluency is a set of skills that allows readers to rapidly decode text while Fluency is a set of skills that allows readers to rapidly decode text while maintaining high comprehensionmaintaining high comprehension

Proficient, fluent readers… Proficient, fluent readers… locate materials and ideas that enable them to fulfill particular purposes:locate materials and ideas that enable them to fulfill particular purposes:

• follow directionsfollow directions• to complete job applicationsto complete job applications• or to appreciate Shakespearean playsor to appreciate Shakespearean plays

adjust their reading style as they move from narrative to expository contentadjust their reading style as they move from narrative to expository content read with various types of understanding:read with various types of understanding:

• literal literal • interpretiveinterpretive• criticalcritical

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What cognitive factors affect What cognitive factors affect reading?reading?

Reader interestReader interest MotivationMotivation SchemaSchema

Constructionists argue that knowledge (or learning) is Constructionists argue that knowledge (or learning) is constructed from experience and stored in memoryconstructed from experience and stored in memory

This stored knowledge along with its storage structure This stored knowledge along with its storage structure is called schemata (schema)is called schemata (schema)

When students have little or no schema (prior When students have little or no schema (prior knowledge) for a subject, comprehension is greatly knowledge) for a subject, comprehension is greatly impaired impaired

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Are you really reading?Are you really reading? A newspaper is better than a magazine, and on a A newspaper is better than a magazine, and on a

seashore is a better place than a street. At first it is seashore is a better place than a street. At first it is better to run than walk. Also, you may have to try several better to run than walk. Also, you may have to try several times. It takes some skill but it's easy to learn. Even times. It takes some skill but it's easy to learn. Even young children can enjoy it. Once successful, young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close. complications are minimal. Birds seldom get too close. One needs lots of room. Rain soaks in very fast. Too One needs lots of room. Rain soaks in very fast. Too many people doing the same thing can also cause many people doing the same thing can also cause problems. If there are no complications, it can be very problems. If there are no complications, it can be very peaceful. A rock will serve as an anchor. If things break peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second chance. loose from it, however, you will not get a second chance.

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How does schema influence How does schema influence comprehension?comprehension?

The degree to which new, incoming information The degree to which new, incoming information is consistent with the expectations generated is consistent with the expectations generated from existing schemata determines the presence from existing schemata determines the presence or absence of comprehensionor absence of comprehension

Learning takes place when new information is Learning takes place when new information is connectedconnected to existing schema to existing schema The 4 A’sThe 4 A’s

• ActivationActivation• AssociationAssociation• AssimilationAssimilation• AccommodationAccommodation

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MetacognitionMetacognition

Good readers are Good readers are thinking about what they thinking about what they should be thinking while they thinking!should be thinking while they thinking!

The basic metacognitive strategies are: The basic metacognitive strategies are:  Connecting new information to former Connecting new information to former

knowledge  knowledge  Selecting thinking strategies deliberately  Selecting thinking strategies deliberately  Planning, monitoring, and evaluating thinking Planning, monitoring, and evaluating thinking

processes processes 

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Reading is a three-step processReading is a three-step process

Step one: Pre-readingStep one: Pre-reading ActivateActivate prior knowledge prior knowledge

Step two: Through-readingStep two: Through-reading AssociateAssociate the authors ideas with prior the authors ideas with prior

knowledgeknowledge Step three: Post-readingStep three: Post-reading

AssimilateAssimilate or test the authors ideas against or test the authors ideas against prior knowledgeprior knowledge

AccommodateAccommodate the author’s ideas into existing the author’s ideas into existing knowledgeknowledge

Useful Tips… Useful Tips… Helping Your Students Access the Content of the TextHelping Your Students Access the Content of the Text

Before your students are asked to read Before your students are asked to read your textbook…your textbook… Familiarize them with the organization of your Familiarize them with the organization of your

textbooktextbook Provide them “triggers” to help them activate Provide them “triggers” to help them activate

their prior knowledgetheir prior knowledge Remind them to turn the chapter headings Remind them to turn the chapter headings

into questionsinto questions Briefly explain important graphics and tablesBriefly explain important graphics and tables

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Useful Tips… Useful Tips… Helping Your Students Access the Content of the TextHelping Your Students Access the Content of the Text

While your students are reading your While your students are reading your textbook they should be… textbook they should be… Using a comprehension strategy throughout Using a comprehension strategy throughout

the assignmentthe assignment Maintain reading fluency once it is established Maintain reading fluency once it is established Monitoring their comprehensionMonitoring their comprehension Employing “fix-it” strategies when Employing “fix-it” strategies when

comprehension breaks downcomprehension breaks down

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Useful Tips… Useful Tips… Helping Your Students Access the Content of the TextHelping Your Students Access the Content of the Text

After your students have read your After your students have read your textbook, provide opportunities for…textbook, provide opportunities for… students’ integration of information in the text

with their own background knowledge students to appraise text critically application of new knowledge

 

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