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question generation and comprehension monitoring

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question generation and comprehension monitoring

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- give clear, explicit instruction re: strategy to enhance comprehension
- have students mark off steps as they go
- inform students of purpose of strategy instruction
- remind students that using these strategies will help ensure success
- help students identify good vs poor questions
- differentiate between questions and statements
- awareness of question words
- model these behaviors for students

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- word knowledge/vocabulary
(understand word meaning and variations
- text comprehension
(ability to make sense of text passages and use information)
- literal comprehension
(information as printed - details, sequence of events, characters
- inferential comprehension
(infer meaning/deriving main idea.  summarization)
- critical comprehension
(analyze and evaluate what has been read, ex. compare and contrast with prior knowledge)

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- decoding
- limited working memory
- prior knowledge deficiencies
- failure to use background knowledge
- inability to develop or use strategies to monitor reading
- syntactical difficulties
- vocabulary deficits
- unfamiliarity with text structure

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- large variance in needs
- extensive experience with failure in school
- poor attitude, low motivation, fear of (cont.) failure

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- compare with other students in similar age or grade levels
- diagnostic value varies with test and how results are analyzed

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See table 7-3, p. 140
-  change questioning
- direct observation
- informal reading inventories
- oral reading speed
- pocket vocab
- retelling
- think alouds

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question answering: teacher- directed strategies

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question answering: teacher- directed strategies

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- set the purpose (ask questions) before reading to stimulate prior knowledge.
-> directed reading/thinking activity (DRTA) - stimulates generation of own questions
1) examine story title, pictures,        subheadings
2) list possible information
3) read selection
4) check predictions for matches
5) check uncertainty against text
-> teacher questions
1) main idea
2) sequence of events
3) main characters
4) conclusions about story

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1) identify main idea and underline
2) create questions related to main idea
3)check against teacher models
4) read passage, answer questions, learn answers
5) look back over info and note information gathered/learned

-> RAP strategy
Read a paragraph/passage
Ask who/what it is about and what is happening
Put main idea in own words
- describe strategy to student
- demonstrate/model
- provide verbal rehearsals as guided practice
- review for mastery and recall
- plan for collaboration

Prompts  to help determine main idea
- who/what is subject
- what is the action
- why/where/when did something occur
- how was something done/how did it look

Note:
*Teach: prediction, summary, questioning, imagery
*Explain and model
*Encourage student use

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1) present stimulus word or core question related to story
2) students generate words related to stimulus word or predict answers  to question
3) with teacher assistance, put words into groups, drawing connecting lines to form map
4) after reading, discuss categories and re-arrange or add as needed

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*direct instruction of vocabulary words
* importance of repetition and multiple exposures
*value of teaching vocab that is useful across contexts and derived from content
* use of computer-assisted instruction to teach and practice vocabulary
*importance of varied strategies

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- teach students to use self-questioning techniques
- organize story components
- develop group narrative dramatizations through use of visual, auditory, and kinesthetic elements
- analyze and compare elements of similar stories
- manipulate and analyze components of story grammar (rewrite stories by changing setting and modifying story as needed)

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reciprocal teaching (RT)
- questioning about reading
- summarizing important info
- clarifying what is unclear
- predicting what is occurring
collaborative strategic reading (CSR)
- Preview: brainstorm topic and predict what will happen
- Click and Clunk: click through words read smoothly, if clunking, use sentence clues, prefixes/suffixes, word parts, or pictures to solve.
- Get the Gist: deciding who/what paragraph is about and identify main idea
- Wrap-Up: ask questions about reading and review most important info
think-pair-share
- think on your own about the passage
- pair up with a peer to talk about the passage
- share your responses

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- Graphic organizers - see. fig 7-1, p. 143 for example
- Generative approach: use one vocab word to learn others.
ex. dictate - dict- means talking, so prediction, dictating, and dictator can be inferred.
- Mnemonics: pair with keyword or rhyming word
ex. dic tate paired with Secretary Tate
- Basal reading programs to provide multiple exposure/repetition
- Language Experience Approach (LEA)
- provide experience to help stimulate writing
- have classroom discussion about experience prior to writing
- have students dictate while story is recorded
- provide text of recorded story
- have students read and reread for word practicea

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ICER
Identify main ideas within paragraphs or pages of text
Connect main ideas
Eliminate irrelevant or redundant info
Restate what is most important

3-2-1
- three most important details or actions
- two interesting things
- one question

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* think before reading: purpose, existing knowledge, what you would like to learn
*while reading: think about speed and pace, link between what is known and what is being read, and re-reading to enhance understanding
* after reading: think about main ideas, summarizing information, and identifying what has been learned overall.

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"teaching in which the reader use several of the procedures and interaction with the teacher over the text. . . . effective when the procedures are used flexibly and appropriately by the reader or teacher in natural context" (p. 153-4)