Week 9 Discussion - Reading Comprehension by

I would like to understand more about how NAEP reading levels are calculated.

2023-10-24 21:51:50 UTC

2023-10-24 21:52:05 UTC

W: how much might their expertise in content learning have affected what they found?

2023-10-24 21:52:33 UTC

This connected a lot to our discussion last week when discussing whether vocabulary can be taught and if so, which words. Stated differently, it questions whether comprehension is more of a linguistic (rather than reading) construct and how the two relate.

Are there multiple representations or modes of comprehension? And do instructional models and methods need to change according to each representation?

2023-10-24 21:52:36 UTC

2023-10-24 21:52:56 UTC

Why haven’t we moved to a narrow view framework in our schools?

We should not conflate reading by merging both word recognition and reading comprehension into one reading test as they are two different skills (p. 175) (Kamhi)

2023-10-24 21:52:59 UTC

I wanted to know more about what basal programs include and why it was used as a control group. The distinction was as clear.

2023-10-24 21:53:26 UTC

In 2004, Kintsch argued that there us an underlying consensus about early reading instruction in the U.S and that educators know what to (pp. 1322). Is this the case today?

2023-10-24 21:54:42 UTC

Kamhi (2009) purports that focusing on narrow reading skills will close the achievement gap in the US. But what would this kind of reading assessment look like?

2023-10-24 21:54:51 UTC

2023-10-24 21:55:08 UTC

I wonder how short term working memory might relate to the lack of observed differences? If frequent interruptions/discussions in class and/or cognitive complexity of strategy selection and application might limit development of a situational model?

2023-10-24 21:55:08 UTC

Based on their results, do we over-teach comprehension strategies? (check out Dan Willingham’s work on this)

At what phases should certain subject matter be introduced as domain-specific content

2023-10-24 21:55:50 UTC

I liked seeing validation about background knowledge and inference; it makes me want to focus on ways I can add "idea links" like Kintsch discusses to help my students make more connections/fill in knowledge gaps.

lcanady17 — 2023-10-24 21:56:10 UTC

The authors stated that there are numerous effective word-level reading instructional programs. I'm curious if the programs' evaluations revealed any "spillover" effects on students' comprehension. I ask because it's interesting that most students' lack proficient comprehension skills even though effective word recognition programs exist.

2023-10-24 21:56:18 UTC

2023-10-24 21:56:23 UTC

still not totally clear how/if the authors describe the process by which a schema developed from reading might integrate into long term memory

The Active view of reading seems to be informed by the broad view of reading in that both assert that memory and other executive functioning capacties are important to overall reading skills.

2023-10-24 21:56:49 UTC

2023-10-24 21:56:58 UTC

Considering the large differences in students' background knowledge upon entering kindergarten, what is the most efficient way to build students' background knowledge, particularly in elementary schools?

If using strategies while reading may "interrupt" so to speak the mental process while understanding text, would pre- and post- reading strategies be less invasive and support comprehension better?

lcanady17 — 2023-10-24 21:57:06 UTC

2023-10-24 21:58:21 UTC

Is Kintsch correct in describing his bottom-up model of construction-integration as a better explanation of comprehension than top-down schema theory?

Teachers should not only focus on teaching reading comprehension strategies and forget about the importance of improving students' content knowledge. Reading comprehension strategies cannot be applied to a text students have almost no background knowledge of, suggesting the importance of widening one's content knowledge (p. 178) (Catts)

2023-10-24 21:58:26 UTC

I can see now that many of the reading comprehension strategies that I used in the classroom aligned with the broad view of reading. I encouraged my students to create situation models by making text-self, text-text, text-world connections. Not sure if these strategies were effective, but I did implement them.

2023-10-24 21:58:43 UTC

What I want to know: At what point does word recognition instruction no longer precede but occur simultaneously with comprehension instruction? I would assume that they need to be taught concurrently, especially in domain-specific subjects (because classes are generally split up into subjects and there is no "one" classroom that can teach a wide range of words.

2023-10-24 21:59:13 UTC

2023-10-24 21:59:49 UTC

re a "pure" measure of reading comprehension/role of prior knowledge; what about assessment paradigms that feature texts with novel vocabulary? Not sure this could include verbs etc. but nouns can be made novel. Is anyone aware of any studies that do this? I seem to recall reading something about a study that used texts about living on a new planet so there were a lot of made up words.

2023-10-24 21:59:51 UTC

In terms of using content-focused instruction to improve comprehension, does focusing on breadth or depth yield the best gains? Should teachers teach a wide variety of basic concepts or choose a few to explore in-depth?

2023-10-24 22:01:23 UTC

re measurement, I wonder if it's better to conceptualize comprehension as a distribution of responses rather than correct/incorrect; think more about common endorsements of meaning rather than correct ones. This is where item response theory models might be more useful.

Past studies have indicated that multi-strategy instruction is advantageous, but what strategies work best together have not been identified (p. 221) (McKeown et al., 2009). I read a 2021 meta-analysis on the most effective L2 reading comprehension strategies.

2023-10-24 22:01:42 UTC

What strategies or skills should be prioritized or serve as the focal point, and at what stage of learning, in comprehension instruction and development?

2023-10-24 22:20:38 UTC

At what point should subject matter be introduced? How do we designate it to stages of development?

2023-10-24 22:22:27 UTC

Do you believe that only general RC or domain-specific RC exists, or both?

2023-10-24 22:22:32 UTC

2023-10-24 22:23:13 UTC

How might instructional activities disrupt the development of a situational model? Might this be related to limited working memory resources?

2023-10-24 22:28:26 UTC

What might a knowledge-"independent" test of reading comprehension look like? Analogous to the nonsense word reading task.

How should teachers teach reading comprehension (e.g., strategies vs content)?

2023-10-24 22:30:21 UTC

Is there a point when word-level instruction and domain-specific RC instruction should/has to occur simultaneously? Is it possible for word recognition to fully precede RC instruction?

2023-10-24 22:32:55 UTC

Testing that uses "daily activities" as the content to supposedly not be domain specific, but the argument is that not every person's day's activities look the same.

lcanady17 — 2023-10-24 22:59:37 UTC

How might reading be more advantageous as compared to listening for comprehension.

lcanady17 — 2023-10-24 23:08:59 UTC