by:
Ollie Allen
LAE 3314
Summer Term 2014
References
Cognitive elements of reading (n.d.), reading resources, retrieved from:
http://www.sedl.org/reading/framework/elements.html#background
Comprehensive-processes-and -impact-on-student-engagement (2013), WordPress, retrieved from:
http://ejs18.wordpress.com/2013/11/08/comprehension-processes-and-impact-on-student-engagement/
Graham, S & Herbert, M. (2010). Writing to read: Evidence for how writing can improve reading, Carnegie Corporation of New York. retrieved from :http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pd
McCleod, Mrs (2013), Effective -comprehension-processes-rely-on-prerequistive-and-strategies, WordPress, retrieved from:
McCleod, Mrs,(2013), Formal-informal-comprehension-assessment, WordPress, retrieved from: http://mrsmcleodsclassroom.wordpress.com/2013/11/10/formal-informal-comprehension-assessments/:
Punkoney, S., (n.d.), The impact of oral language development on reading success,retrieved from:
http://stayathomeeducator.com/the-impact-of-oral-language-development-on-reading-success/
Tompkins, G., (2015), Literacy in the early grades: A successful start for preK–4 readers and writers, (4th ed), Upper SaddleRriver, N.J.: Pearson Education Inc.
Understand-the-reading-demands-posed-by-domain-specific-text (2013) ,Wordpress, retrieved from:
http://jnt3.wordpress.com/2013/11/11/understand-the-reading-demands-posed-by-domain-specific-texts/
Formal & Informal Assessment
Teachers use informal assessment every day to identify students strengths and weakness. The teacher may have to adjust their curriculum to meet the needs of the students, whether one or two students or the entire class. Some of the informal assessments include: Cloze procedure ( fill-in-blanks), Story retelling, Running records, Think-aloud, Developmental Reading Assessment (DRA), Informal Reading Inventories (IRI).
Formal assessments include: Acclerated Reading Program (AR), which asks questions material they have read to see how much the student has comprehended. Also includes state required assessment (FCAT) to see how much students have comprehended in their classroom studies. (McCleod, n.d.)
English Language Learners (ELL)
ELL students are increasing in number in the U.S. school system. These students bring with them, vast number of experiences and knowledge. Some words may have a different meaning to them (football/soccer) or no meaning at all. :ELL students should not be expected to learn English without using their previous knowledge and cultural experiences”. (WordPress). Teachers must establish a base of cultural knowledge for each student. Teachers also should respect the culture of each student and try to blend their culture into lessons when possible. Ex: Learn to pronounce their names correctly. Have books in their language for pleasure reading. Sometimes, call on them to relate their experiences that might fit into your lesson.
Comprehension Processes
There are several factors that influence comprehension. In order to comprehend well, students must have a well-developed language. They must be able understand words of a passage and know their meanings.
Once a student has a well developed vocabulary and reading skills, they will be able to recall and assess what they have read. In order to have the full comprehension process, students must use their background knowledge and understand the clues that enable them to “read between the lines”. This is known as drawing inference. (WordPress)
Students who monitor their own comprehension will have a deeper understanding of what they read. Two types of strategies to help accomplish this are, cognitive and metacognitive. Cognitive strategies require the student to think about the text. Metacognitive strategies require students reflect on and understand text.(Tompkins G.,2015, p.287)
This type of strategy helps with comprehension because students learn how to distinquish if a text makes sense and to resolve the problem. (McCleod)
Comprehension also relies on self-correction. Students can self-correct by predicting and monitoring the text, searching text to match clues, and reread the text.(McCleod, n.d.)
Domain Specific Text
As parents, we can help our children advance their language and literacy skills by helping them to understand the demands originating from domain-specific vocabulary. Domain-Specific text is “highly specialized terms related to specific concepts”. Example: solar system/science. (Tompkins, G. 2015, p.187)
A child may have trouble with these demands due to lack of vocabulary knowledge, general knowledge of topics covered, text structure and/or knowing what to do when they can’t comprehend a text. (WordPress, 2013)
The reasons this type of text is difficult for students to comprehend is that it has challenging vocabulary, long, complex sentences, and it is usually about concepts that the students are not familiar with. It is most often informational or instructional. Domain-specific text many times requires a student to use the contents pages and/or glossary, which many students do not understand how to use them. The difference between regular reading books and domain-specific textbooks is the purpose for which they are written, which may be difficult for students to read and comprehend.
Reading as a Process
Reading is a process of creating meaning from a wide variety of print and digital texts, that is used for several purposes. Readers read, respond and apply what they’ve read in order to develop their comprehension of the text. Not all text serves the same purpose. Students must be able to recognize what to expect from different mediums. For instance; text on signs may be commercial, entertainment, warnings (steep curve), commands (stop), directions, etc. ( Tompkins, G. 2015, p. 278)
Cognitive Targets
Cognitive targets are “kinds of thinking that underlies reading comprehension”. (McCleod) There are three types of cognitive targets. Locate and Recall–is the ability to read a text, identify an idea, and recognize supporting details. Intergrate and Interpret– is being able to identify the motivation of the characters, interpret what is going on and make comparisons. Critiquing and Evaluating—is being able to examine the overall picture and form an opinion about the text. (McCleod)
Once a student is able to perform all of these cognitive processes, they will fully comprehend the text that they read. (WordPress, 2013)
Why Students Read.
It takes an interaction of multiple things to get students to want to engage in reading on a regular basis. There must be sufficient background knowledge, good vocabulary and reading fluency. Having all these traits do not make a student love to read.It also takes motivation. A person needs a reason to read and it has to have value to them. A students purpose for reading is influenced by their interest and background knowledge.Readers must be aware of text elements such as; plot, setting, characters, and point of view. When students understand all these aspects,they are more apt to remain actively involved. (WordPress)
Impact of Text Upon Comprehension.
Text has a tremendous impact on reading comprehension. When a student understands simple text, they can easily progress to more complex text. (WordPress) To understand text comprehension students must first understand the basic components of text. We begin by considering the category of literature they are reading.The category (genres) of literature gives the student knowledge of how the text will relate. We need to make sure that the text is within their level of difficulty. If its too hard, it will discourage reading. After completing the reading it is necessary to be sure the student can identify the plot, characters, setting and point of view. A students knowledge of genres, text structure, and text features affects their comprehension. (Tompkins G. 2015, p.215)
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