Comprehension

 **COMPREHENSION: **

 Influences of Comprehension:  Comprehension Strategies:
 * Making and taking meaning out of text.
 * Reader's process of using prior experiences and the author's text to construct meaning that is useful to the reader for a specific purpose. (TE 301, Comprehension #3)
 * Reading is a constructive process in which readers construct meaning that is useful to the reader for a specific purpose. (TE 301, Comprehension #3)
 * ..."Simultaneously extracting and constructing meaning through interaction and involvement with written language." (TE 301, Comprehension #3)
 * Relies Upon:
 * Reader Factors: what readers bring to the whole process, includes motivation and strategies they use to read.
 * Text Factors: ideas, words used, organization, and presentation of ideas.
 * Purpose behind the reading.
 * Word Level Processes:
 * Decoding:
 * Less effort to decode=more effort put toward comprehension.
 * Recognize when a word is missed because it "doesn't make sense."
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Vocabulary:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Extensive vocabulary promotes comprehension.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Readers "know" more words reader spends less time figuring out individual words & more time for comprehending meaning
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Processes Above Word Level:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Prior Knowledge:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Call upon schemas to aid in understanding
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Inferences from schema to help comprehension
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Controlled Processing:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Variety of processes to help put a meaning to the text.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Oral language: struggling students with reading comprehension, may have oral language difficulties.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Fluency: between word and above word
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Short Term/Working Memory: the less memory capacity the great comprehension difficulties.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">..."conscious and flexible plans that readers apply and adopt to a variety of texts and tasks." (Comprehension, Slide 7)
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Strategies Are:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Conscious efforts
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Flexible-able to be used for different texts and at different stages of reading.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Applied when appropriate: we do not have to use all strategies all the time.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Widely applicable: age, grades, texts.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Overt or Covert: written or verbal output while others cannot be observed.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Good Readers:
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Use a variety of strategies before, during, and after reading.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Predict, Question, Imagine, Clarify, Summarize, Make Inferences, Integrate Prior Knowledge (Comprehension, Slide 8



Comprehension Difficulties:
 * Reasons for difficulties:
 * meaning is not being constructed from the individual words
 * goes beyond ability to read fluently and/or recognize words
 * decoding words properly
 * issues with fluency
 * student's oral language
 * short/working memory issues
 * primary language vs. language of text
 * strategies a child is using
 * motivation level of student
 * Types of Struggles:
 * automatic word callers: good fluency of words but poor comprehension
 * struggling word callers: stronger in fluency and word ID than meaning
 * word stumblers: difficulty in word ID strong in determining meaning
 * Slow & steady comprehenders: read slowly, strong word ID & comprehension
 * Slow word callers: accurate & slow readers, poor comprehension
 * Disabled Readers: difficulty in both ID and comprehension of text
 * Tells Teachers:
 * look beyond test scores
 * variety of data
 * find the root of the issue
 * best course of instruction for student

Evaluating Early Comprehension: media type="custom" key="4875463" Comprehension Powerpoint: