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Reading Comprehension Processes vs. Products

Ho does having our students engage in process reading activities help produce high-quality products?
by

Julie Lindsay

on 1 November 2013

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Transcript of Reading Comprehension Processes vs. Products

Reading Comprehension is a process of drawing or extracting meaning from print Reading Comprehension is: thinking guided by print (Perfetti, 1985)
a process, not a product, through which the reader draws meaning from the text (Carlisle & Rice, 2002)
the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (RAND Reading Report, 2002)
Sharing Our Successes! Read this sentence: In an emergent situation,
the intensivist performed
a pericardiocentesis
to relieve tamponade
during a PEA arrest. Who performed the pericardiocentesis?
What did the internist do?
Where did the internist perform the pericardiocentesis?
When did the internist perform the pericardiocentesis?
Why did the internist perform the pericardiocentesis?

You can answer all of these questions...
but do you understand what is happening? Comprehension Process:
covert, hidden mental activities that occur while reading

vs.

Comprehension Product:
visible, overt work that occurs after reading The "Pros" of
Reading Who? What? When? Where? Why? Comprehension processes while reading include monitoring one's own
thoughts and understanding attention to what is important
interpretation of specific meanings in text
several kinds of memory
development or elaboration of a mental-knowledge structure
flexibility to react when meanings aren't adding up
Comprehension products
consist of the work students produce to demonstrate understanding of a text
verbal/written responses to questions
summaries of main ideas
applications of new information gained through reading
summative assessments Sort the activities as a process or a product: completing a unit test
arranging sentences in order generating visual imagery
in the mind connecting a new
concept with
prior knowledge

writing a short summary predicting what is going to happen inferring a main point
recognizing that a sentence
didn't make sense
making an outline
answering
multiple-choice
questions Products Processes completing a unit test
arranging sentences in order
answering multiple-choice questions
making an outline
writing a short summary
connecting a new concept to prior knowledge
predicting what is going to happen
recognizing that a sentence didn't make sense
inferring a main point
generating visual imagery Therefore, comprehension involves

active construction of understanding

as reading is taking place Comprehension is
not memorization or regurgitation. Strategy Model: Writing in the Margins Our students need to: engage in active
comprehension
processes in order to
comprehend text Examples: Examples: Brainstorm 6-10
reading activities
you have students
do in your class Look back at your list of reading activities. Sort them as a process or a product. What do you notice? and

generate high-quality
products Who performed the pericardiocentesis?
The intensivist

What did the intensivist do?
Perform a pericardiocentesis

Where did the internist perform the pericardiocentesis?
In an emergent situation

When did the internist perform the pericardiocentesis?
During a PEA arrest

Why did the internist perform the pericardiocentesis?
To relieve tamponade
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