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Unlocking Reading Comprehension
Transcript of Unlocking Reading Comprehension
Many Parts to Read
Devote attention to:
Repetition is key
Readers Who Struggle
Balanced Literacy Program
The GAP continues to widen
our AR report
when does the reading start to fall apart?
-do not fit into one category
-do not have a reading process
-do not have a working system
-neglect to self-monitor
-read word by word
-rely too heavily on one source of info
-invent text or make guesses
-call the words and don't comprehend
-ignore punctuation cues
The majority of students at the upper level grades fall into 2 categories of struggling readers:
"Many specialists estimate that a child (or an adult) needs to understand a minimum of 90 percent of the words in a passage in order to understand the passage and thus begin to learn the other 10 percent of the words."
- E.D. Hirsch, Jr.
can be developed by teaching strategies
need repeated exposure
oral discourse is
Levels of word knowledge
in spoken words
difficulty with phonemes = difficulty with graphemes
teaches relationships between letters & sounds
How can we best meet our students' needs?
be culturally responsive
have your students
these relationships will help students recognize familiar words accurately and automatically & "decode" new words
NAEP- 44% of sample of nation's 4th graders were low in fluency
close relationship between fluency and comprehension
Research says "Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction."
"Matthew effect" - those who already have good language understanding will gain more language proficiency, while those who lack initial understanding will fall further and further behind
"Cunningham and Stanovich have shown that under current conditions of American schooling, vocabulary in second grade is a reliable predictor of academic performance in 11th grade."
similar to earning interest
Hart & Risley, 1995-
30 million word gap
11.2 6.5 3.2
So...in 4 years
45 26 13
144,000 fewer encouragements & 84,000
more discouragements than working-class
text dependent questions
build background knowledge
word walls K-12