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The Science of Reading Comprehension: Effective Reading Comprehension Instruction (#2 Spotlight)

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Why is it important to understand the various types of text structures and how does a student’s understanding of text structure impact their comprehension?

In what ways will the discussion of text structure in this chapter change your current instructional practices?

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Look at the chart on the bottom of page 101. How are you incorporating incidental-on-purpose opportunities in your classroom? Or, how can you incorporate more of those opportunities?

Re-read the “Questioning” section at the top of page 102. Sharon Vaughn says “whoever is doing the questioning is doing the learning.” Draw a pie chart and label the amount of time you generate questions for students to answer, versus the amount of time you allow students to generate questions for themselves or their peers to answer.
Reflect on your pie chart. Who is doing the most learning? Do you need to make any shifts in your practice?

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We also discussed how vocabulary instruction would look in Tier 3 groups for our most struggling readers. We talked about how as students are learning to decode words, we can teach the meaning of new words, including multiple meaning words. This is critically important because our struggling decoders also have large vocabulary gaps!

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We talked about how intentionally working with students on language structures is something we may not have focused on in the past. This is an area that definitely seems to affect comprehension as text complexity increases rapidly in upper grades.

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"Proficiency requires fluent decoding and word level skills and fluent higher order processes coupled with the ability to use skills automatically, actively, and consciously when the text demands it"

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"Knowing how processes and the interaction among the reader, text, task, and context influence student proficiency can provide educators with insight into what students need to understand and do to comprehend. This is particularly important as educators consider how to differentiate and adapt instruction for those students who struggle with reading comprehension."

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Golden Sentence:  The informed educator understands how these factors interact and influence the reader's ability to work with the surface code, to work with the textbase, and then, in combination with existing background knowledge, to construct a mental model of the text.

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Golden Sentence:  The informed educator understands how these factors interact and influence the reader's ability to work with the surface code, to work with the textbase, and then, in combination with existing background knowledge, to construct a mental model of the text.

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"Reading comprehension is shaped by what the reader brings to the text, by the demands of the text, and by the purpose of the text."

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"To extract meaning, readers must gain access to multiple processes that are shaped by the interactions, text, task, and context."

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"Knowing how processes and the interaction among the reader, text, task and context influence student proficiency can provide educators with insight into what students need to understand and do to comprehend."

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"Reading comprehension is shaped by what the reader brings to the text, by the demands of the text and by the purpose of the text."

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“Her process is dynamic and shaped by multiple factors…”

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"To extract and construct meaning, readers must gain access to multiple processes that are shaped by the interactions of the reader, text, task, and context."

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"Reading comprehension is shaped by what the reader brings to the text, by the demands of the text, and by the purpose for reading."

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"Reading comprehension is shaped by what the reader brings to the text, by the demands of the text, and by the purpose for reading."

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Breakout Room 1: Golden Sentence Activity

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Breakout Room 1: Golden Sentence Activity

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1. Re-read “Connections to Practice” and the “Summary” on p. 33-35. Identify those parts in the text that:

1. Raise questions for you

2. Confirm or challenge prior knowledge or practice

3. Stick out as an “aha” moment

2. Choose one or two different “Golden Sentences” that resonate with you the most.

3. Jot down why you chose the sentence(s) you did.

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Please feel free to discuss your takeaways, questions, strategies, resources, etc. here.

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Please feel free to discuss your takeaways, questions, strategies, resources, etc. here.

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Please feel free to discuss your takeaways, questions, strategies, resources, etc. here.

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Directions: discuss these questions in your breakout rooms and after your conversation, write down and post a takeaway that you had from your breakout room discussion.

Consider the Blueprint for Comprehension Instruction (p. 44). Are these considerations present in your lesson planning and instruction? If there are elements missing now, what might you work to include more intentionally in the future?

Reflect upon the elements of effective instruction beginning on p. 52. Which are areas of growth or strength for you and your colleagues?

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By popular demand, AIM is pleased to introduce its first Specialized Reading Knowledge course, created in collaboration with researcher Dr. Elsa Cárdenas-Hagan, to help educators develop the specialized knowledge required to accelerate language and literacy proficiency for English learners (ELs).
Specialized Reading Knowledge Bundle: English Learners

Three asynchronous learning modules (10 hours)

Three synchronous Virtual Community of Practice sessions led by an expert AIM facilitator (3 hours)

Online instruction, including exclusive content recorded by Dr. Elsa Cárdenas-Hagan,on language and literacy development, word recognition and language comprehension for English learners.

A wealth of assessment resources, implementation tools, and printables to support immediate use in the classroom.

Winter cohort begins December 18! (Click here for Pacing Guide)

Cost: $320

Enroll Today Please note that comprehensive structured literacy training (such as Pathways to Proficient Reading) is strongly recommended before enrolling in this specialized learning opportunity. Interested in providing training to a team of teachers in your school or district?
Connect with the AIM team to learn how you can integrate Specialized Reading Knowledge Bundle: English Learners into your school's professional literacy learning.

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The Animated Reading Rope - AIM Pathways

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The Animated Reading Rope is one of hundreds of learning tools for educators in the AIM Pathways digital training platform.

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Courses & Workshops for Teachers - Stern Center for Language and Learning

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Our courses and workshops empower teachers with the latest research and eﬀective practices to improve learning outcomes for all students. Through our Hoehl Institute, we award grants to teachers seeking to deepen their knowledge through professional learning.

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The Science of Reading: Defining Guide provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

Download the Spanish version

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The Reading League's new book, Science of Reading: Defining Guide, provides in-depth information on the science of reading and key instructional practices to help you make the shift in your practice.

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Take a moment and preview the table of contents and the preface.

If you'd like, use this space to share your reflections and respond to others:

What's something you're looking forward to learning more about?

What do you hope to gain from participating in this group book study?