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Reading Comprehension Assessment That Looks at Student Thinking

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Reading Comprehension Assessment That Looks at Student Thinking

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The Major Point Interview for Readers provides information about students’ thinking and acquisition of knowledge. Interviews provide information from student think alouds, use of schema, inferences, use
of questions, and determining what is important in the text. A rating, with descriptors, of 1-5, with 5 marking the upper end of the comprehension hierarchy for each area, provides information into the competencies and sophistication for students. This can be a good way to assess reading comprehension, without using a costly assessment.

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Developing Strategies to Move Through the Comprehension Continuum 

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Developing Strategies to Move Through the Comprehension Continuum 

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Students need to be aware of their thinking, think strategically, and recognize the power of their own thinking. Kids need to listen to their inner voice while they read, to build understanding and knowledge rather than simply word calling. When readers monitor their thinking, they can access comprehension strategies, to meet reading goals and purposes. Students should use strategic reading; thinking about
reading in ways that enhance learning and understanding. ”To meet the challenges of an increasingly complex world, we teach comprehension strategies so our students can turn information into knowledge and actively use it.” A graphic displays Daniels’s Comprehension Continuum, which includes: answering literal questions, retelling, merge thinking with content, acquiring knowledge, and actively using knowledge. Teachers can move students through the continuum with the following strategies: build and use background knowledge to inform reading and thinking, build a repertoire of thinking and reading strategies, scaffold collaborative discussions, and integrate reading and thinking strategies across the curriculum. (The article is there.)

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Retelling Study: Insight Into Student Understanding

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Retelling Study: Insight Into Student Understanding

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Text meanings are dynamic and even variable, so it is possible for several readers to understand the same text differently. Retellings tap into what the reader has independently constructed from the text. Retellings are not limited to questions, which fall at varying levels of sophistication. This study examines the taxonomies developed from retellings including: match, substitution, addition, summary, conflict, rearrangement, and omission, where students exhibited proficient reading skills at grade
level. Even proficient and advanced readers have conflicts as a natural part of the comprehension process, even when they use cuing, effective to comprehension. Retellings can reveal student interactions with linguistic and conceptual parts of the text. Though this information did not provide
strategies, it gave insight into how complex retellings can be and how to use the information to analyze reading behavior.  (The article is there.)

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Multitude of Lessons and Activities to Use with Comprehension Instruction

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Multitude of Lessons and Activities to Use with Comprehension Instruction

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The are so many strategies that can be used to teach and learn comprehension on various levels of understanding, through many formats.  The following comprehension skills are presented: making connections, questioning, visualizing, inferring, determining importance, and synthesizing.  Through these strategies, students develop a repertoire of comprehension skills. It is highly recommended to model and scaffold these strategies, then keep anchor charts of teacher and student thinking.

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Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more

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from Strategies That Work, Mosaic of Thought, and Reading with Meaning, this page gives you information on the six comprehension strategies known as making connections, questioning, visualizing, inferring, determining importance, and synthesizing.

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A variety of strategies can be utilized to bring understanding to text.  This site provides a brief explanations for ideas to use comprehension monitoring, metacognition, graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing. Monitoring Comprehension and Graphic/Semantic Organizers includes reproducible organizers. The answering questions section outlines how to use types questions, on the explicit and implicit levels. The site also explains how effective comprehension strategy instruction should be explicit.

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Seven Strategies to Teach Students Text Comprehension

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Comprehension strategies are conscious plans - sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension.