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Jack Hartman - Get On Board The Transition Train (Transition Songs That Teach)

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Get On Board The Transition Train (Transition Songs That Teach)

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Is a theory of reading that has two different processes-a top down approach and a bottom up approach. In a bottom up approach phonemic awareness, alphabetic principle, vocabulary, and fluency are the emphasis for reading. In a top down approach readers use background knowledge, assumptions to aid in comprehension and make sense of the text. Teachers need to use a balance of these two approaches when teaching reading.

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A case report is done by reading specialist after completing a CRI to discuss the findings of the CRI with parents and regular education teachers.The report shares the frustration, independent, and instructional levels of the child along with strengths and weaknesses related to comprehension. The report includes activities to improve comprehension for at home and in the regular education classroom.

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After administering the CRI to over 300 students from a variety of ages and backgrounds, Applegate, Applegate, and Quinn identified 8 profiles of comprehension that help teachers see pitfalls in students answers to comprehension questions and how to remedy these pitfalls.Literalist, Fuzzy Thinkers, Left Fielders, Quiz Contestants, Politicians, Dodgers, Authors, Minimalist are the 8 profiles from this study. Literalist look for answers in the text. Fuzzy Thinkers answer with vague responses. Left Fielders answers are unpredictable. Quiz Contestants use background knowledge to answer questions and disconnect from the text. Politicians tell you what they think you want to hear when answering questions. Dodgers often answer the question by paraphrasing the question in their answers or answering a different question. Authors often rewrite the text that they have just read with their answers.Minimalist often respond "I don't know."

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Is measured by an oral reading performance of 92% or below and a comprehension average of oral and silent reading of 50% or less. The child is frustrated at this level and is not comprehending what is being read.

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Is measured by an oral reading performance of 93%-97% and a comprehension average of oral and silent reading of 70-85%. The child is able to learn from this text with teacher's guidance and support.

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Is measured by an oral reading performance of 98%-100% and a comprehension average of oral and silent reading of 90%. The child is able to understand, comprehend, respond, think critically and make inference about the text he/she read.

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Is a survey given to middle and high school students about their thoughts about reading and reading related topics. It measures the student's self concept in relation to reading and the value of reading. This gives teacher insight into the child's relationship with reading

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Reading Accuracy Index and Meaning Making Index are measures of the Critical Reading Inventory. RAI includes all scorable miscues that violate or maintain meaning when reading a text. MMI is a measure of the miscues that violated the meaning of the text.

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Is a survey used to measure students'  recreational and academic attitudes toward reading. It is a series of statements about or related to reading for primary school students to answer by circling a picture of Garfield with a toothy smile, a content face, an annoyed face, or a very angry face. It gives teachers insight into the child's relationship and thoughts associated with reading.

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The CRI is an example of an Informal Reading Inventory that helps teachers find students' frustration reading level, instructional reading level, and independent reading level. The CRI also provides information to help teachers see where students' strengths and weaknesses are in areas like retellings, inference questions, critical response questions or text based questions.The first parts of the CRI is the Student Survey and the Student Interview. In the Student Survey the student fills out a rating scale about how they feel about certain statements about reading in order to get the recreational and academic motivation scores or their self concept and value scores. In the student interview the teacher asks the student certain questions to get to know more about the student and his/her likes or dislikes. The next part of the CRI is the Word Lists. The student reads off a list of 20 words on one grade level and then moves onto new list to find what grade level  to begin the protocols. The student then reads different informational and narrative texts either orally or silently on the appropriate grade level and does a retelling and answers comprehension questions. The teacher also tallies miscues if it is an oral reading. The teacher then uses the information to calculate frustration, instructional and independent reading levels.

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Levels of Thinking required by Comprehension Questions

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Levels of Thinking required by Comprehension Questions

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Many educators know that good readers interpret, synthesize, evaluate and make connections when comprehending a text but many teachers and Informal Reading Inventories measure only recall of facts to measure comprehension.
There are 4 different types of comprehension questions-literal items, low-level inference items, high-level inference items and response items. Literal items are found in the text and can be answered with words directly from the text. Low-level inference items are not stated directly in the text but require very little conclusion making. High-level inference items require taking information from the text and drawing conclusions. Response items require students to react to the text by defending or expressing an idea related to the text. Teachers must realize that not all Informal Reading Inventories are equal. Teachers can supplement IRIs with their own response items.