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Routinely use a set of comprehension-building practices to help students make sense of the text

Part 3A. Build students' world and word knowledge so they can make sense of the text

Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read

Part 3C. Teach students a routine for determining the gist of a short section of text

Part 3D. Teach students to monitor their comprehension as they read

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reading intervention; reading instruction; literacy; reading difficulties; reading disabilities; comprehension; fluency; decoding; comprehension monitoring; world knowledge; word knowledge; vocabulary; stretch text; grade 4; grade 5; grade 6; grade 7; grade 8; grade 9

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WWC | Providing Reading Interventions for Students in Grades 4-9

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Routinely use a set of comprehension-building practices to help students make sense of the text Part 3A. Build students' world and word knowledge so they can make sense of the text Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read Part 3C.

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Meyer, B. J. F. (1975). The organization of prose and its effects on memory. Amsterdam: North -Holland.

Meyer, B. J. F., Brandt, D. M. & Bluth, G. J. (1980). Use of the top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 72-103.

Meyer, B. J. F., Middlemiss, W., Theodorou, E., S., Brezinski, K. L., McDougall, J., & Bartlett, B. J. (2002). Older adults tutoring fifth-grade children in the structure strategy via the Internet. Journal of Educational Psychology, 94 (3), 486-519.

Meyer, B. J. F., & Poon, L. W. (2001). Effects of the structure strategy and signaling on recall of text. Journal of Educational Psychology, 93, 141-159.

Meyer, B. J. F., Wijekumar, K., Middlemiss, W., Higley, K., Lei, P., Meier, C., & Spielvogel, J. (2010). Web-based tutoring of the structure strategy with or without elaborated feedback or choice for fifth- and seventh-grade readers. Reading Research Quarterly, 45, 62-92.

Wijekumar, K. K., Meyer, B. J. F., & Lei, P. (2013). High-fidelity implementation of web-basedIntelligent tutoring system improves fourth and fifth graders content area reading comprehension. Computers & Education, 68, 366-379.

Wijekumar, K., Meyer, B.J.F., Lei, P. (2012). Large-scale randomized controlled trial with 4 th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension. Journal of Educational Technology Research and Development. 60, 987-1013.

Wijekumar, K., Meyer, B.J.F., Lei, P.-W, Lin, Y., Johnson, L.A., Shurmatz, K., Spielvogel, J., Ray,M, & Cook, M. (2014). Improving reading comprehension for 5 th grade readers in rural and suburban schools using web-based intelligent tutoring systems. Journal of Research in Educational Effectiveness, 7:4, 331-357, DOI: 10.1080/19345747.2013.853333

Wijekumar, K., Meyer, B.J.F., Lei, P-W, Hernandez, A., August, D. (in press). Effects of web-based text structure instruction for 4-6 th grade Spanish Els reading comprehension. Reading and Writing: An Interdisciplinary Journal.

Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538-550.

Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S. (2009). Embedding reading comprehension training in content-area instruction. Journal of Educational Psychology, 101, 1-20.

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Implementing the Text Structure Strategy in Your Classroom

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Learn how to implement a research-based text structure strategy that infuses text structures at every step of reading comprehension instruction, beginning with the introduction of the lesson, previewing of text, selecting important ideas, writing a main idea, generating inferences, and monitoring comprehension.

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NOTE: If you participated in the MSM-PREP research study and are looking for the toolkit used during your participation, please email christymurray@austin.utexas.edu so you can obtain the private link.

GET THE GIST is a reading comprehension practice to help students identify and write brief main idea statements about sections of text.
Download our New Infographic to Share with Teachers!
Students are taught to stop at predetermined points while reading and use a 3-step process to write their gist (main idea):

Step 1) "Who" or "what" is this section about?

Step 2) What is the most important information about the "who" or "what?"

Step 3) Write a gist (main idea) statement that combines the information from steps 1 and 2. (The gist should be in the students' own words, rather than a sentence copied from the text.)
Teaching students to Get the Gist is important for several reasons:
**It encourages students to monitor their comprehension while reading.

**It helps students integrate important information across sections of text.

**It helps students remember the most important information when they read.

PD Video using English/Language Arts Content (Middle School Matters)

PD Video using Social Studies Content (Middle School Matters)

PD Module: Identifying Main Idea Using "Get the Gist" Strategy (IRIS Center)

Research to Practice Article in Teaching Exceptional Children (Middle School Matters)

Get the Gist Routine in Grades 6, 7, and 8 (Texas Adolescent Literacy Academy)

Lesson Plan: Get the Gist - A Summarizing Strategy for Any Content Area (ReadWriteThink)

Get the Gist Log for Students (Middle School Matters)

Get the Gist Cue Card for Students (Middle School Matters)

Gist to Summary Log for Students, Electronic Version (Middle School Matters)

Gist to Summary Log for Students, Printable Version (Middle School Matters)

Email us at msmi-info@meadowscenter.org

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NOTE: If you participated in the MSM-PREP research study and are looking for the toolkit used during your participation, please email christymurray@austin.utexas.edu so you can obtain the private link. GET THE GIST is a reading comprehension practice to help students identify and write brief main idea statements about sections of text.

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The Reading League Journal Cafe - KAT - 7-29-23