Comprehension Presentation

REading Comprehension

Cindy GarrettEDRG 602 2/10/24

What is Reading Comprehension?

A Reading Comprehension Blueprint

Vocabulary and Comprehension

Syntax and Comprehension

REferences

Factors in the construction of meaning from text

Language Processes

What is Reading Comprehension?

The ultimate goal of reading is to construct meaning from text. However, comprehension is an incredibly complex task. What processes contribute to developing reading comprehension? What factors influence a reader's ability to construct meaning?

Cognitive Processes

2 Basic levels of cognitive processing:MicrostructureMacrostructure

(Snow, 2002, as cited in Hennessy, 2021, p. 31)

Blueprint for Reading Comprehension

Hennessy's (2021) Reading Comprehension Blueprint is a framework or master plan which guides teachers in considering the reader, the text, the task, and the context in planning for comprehension instruction. It assists teachers in specifically planning for targeted instruction and support to help students develop the cognitive processes they need to comprehend complex text.

Preparing for Instruction

Critical Understandings of Text Purpose for Reading Text

The Reading Comprehension Blueprint

Text Reading

Vocabulary Language Structures Knowledge Levels of Understanding and Inference Expression of Understanding

Before, During, and After REadig Strategies and Activiteis

Comprehension Montitoring

(Hennessy, 2021, p. 44)

vocabulary

• Includes both receptive (words we recognize in text and speech) and expressive (words we use in speech and writing) words

• Comprises differing levels of understanding.
• breadth: number of words known
• depth: how well one knows a word
• fluency: rate of word learning

• Vocabulary development is
• incremental: learned over time
• interrelated: "knowing the meaning of a word is usally related to knowing other words" (Hennessy, 2021, p. 59)
• multidemensional: understanding shades of meaning, multiple meanings, connotations, etc.

(Hennessy, 2021)

Vocabulary and Comprehension

Vocabulary knowledge is essential for reading comprehension. To fully comprehend a text, research suggests a person must know "between 90%-95% of the words in a text” (Hennessy, 2021, p. 61).

Classroom Applications

Syntax and Comprehension

Syntax, how words are arranged and interact within a sentence, has a major impact on student comprehension. Even if a student is able to read and understand every word within a sentence, the sentence length and complexity can still pose comprehension stumbling blocks. Explicit teaching in grammar and sentence structure can help students better understand how to break down complex sentences within a text. Eberhardt (2019) points out that writing activities such as using “sentence expansion questions play the reciprocal role of improving reading comprehension” (p. 42). She explains that by focusing on the main questions of “Who did it” and “What did they do” in writing can help students locate this information in complex text.

Syntax and Comprehension

“Making meaning of text requires not only understanding individual words but also comprehending sentences. The texts students initially listen to and then read independently in school are written in academic language, which often uses complex sentences” (Hennessy, 2021, p. 90).

Classroom Applications

Eberhardt, N. C. (2019). Syntax: Somewhere between words and text. Perspectives on language and literacy, 45(2), 39-45.Hennessy, N. L. (2021). The reading comprehension blueprint: Helping students make meaning from text. Paul H. Brookes. Hochman, J. C., and Wexler, N. (2021). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass. National Behaviour Support Service. (n.d.). Vocabulary or knowledge rating: Reading and learning strategy. Retrieved from https://worldclass.regis.edu/content/enforced/325921MZ_EDRG602_X40_24S8W1/vocabulary_rating_comprehension_strategy.pdf?ou=325921 Scarborough, H. S. (2001). The reading rope [Image].Learning A-Z. https://www.learninga-z.com/site/resources/breakroom-blog/reading-rope-resources

References

Microstructure

The microstructure of a text refers to the "surface code" of a text, or the words and sentences that make up the text (Hennessy, 2021, p. 29).

Language Structures

Academic language found in classroom texts includes more complex language structures that students do not necessarily encounter in everyday language. Direct instruction in the grammatical structure of sentences and practice with “unpacking” complex sentences is essential. In planning for these instructional activities, Hennessy (2021) asks teachers to consider:

• What phrases, clauses and sentence structures might be difficult for students.
• How and when to work with challenging sentences and teach sentence comprehension.
• How and when to teach students how ideas are integrated within and between sentences.

(Hennessy, 2021, p. 44)

Scarborough's Reading rope

Scarborough's (2001) reading rope clearly illustrates that simply being able to decode and read words is not enough to produce skilled reading. Readers also need to be able to make meaning from those words. In her illustration, Scarborough details 5 strands that are foundational to language comprehension:

Background Knowledge: facts, concepts, and knowledge the reader needs to understand the text Vocabulary: breadth and depth of knowledge of words, precision, links, etc. Language Structures: syntax, semantics, etc. Verbal Reasoning: understanding figurative language, inference, etc. Literacy Knowledge: print concepts, text features, genres, etc.

The Reader

Hennessy (2021) reminds us that "the reader brings his or her strengths and weaknesses to the assigned text and task" (p. 30). A reader's decoding ability, background knowledge, depth and breadth of vocabulary knowledge, cognitive processing skills, and so on, will affect his or her ability to comprehend the text and accomplish the task.

Text

The demands of the text influence comprehension. In selecting text, teachers should consider the complexity of the vocabulary, syntax, genre, and text structure.

Context

In addition to their own strengths and weaknesses, readers also bring their own experiences to the text. School and home surroundings and the support, resources, and experiences provided in these settings affect learning. (Hennessy, 2021, pp. 32-33)

Sentence Anagrams

to

the

war

The teacher selects a sentence from a text currently being used in class. He/she creates sets of cards, writing one word from the sentence on each card. The teacher gives one set of cards to pairs or small groups of students who work together to put the sentence in a logical order. The teacher may give students a hint such as, "start with the verb."

family

the

fled

Vietnam

escape

(Hennessy, 2021, pp. 108-109)

Macrostructure

Macrostructure refers to how individual sentences and paragraphs connect to create the overall meaning of the text.

Expression of Understanding

The final component of Hennessy's (2021) blueprint assists teachers in thinking about how students will express their understanding of text, planning strategies and activities for students to show their learning both during and after reading as well as considering how to support students in "their oral and written expression of understanding" (p. 44).

The Bidirectional Arrow

The arrow running down the side of the blueprint recognizes the interrelationship of the processes and skills presented in the blueprint. It also "acknowledges flexibility in deciding which strategies and activities are most effective before, during, or after instruction" (Hennessy, 2021, p. 50). The arrow also indicates that metacognition, or comprehension monitoring, is not a one-time event, but occurs throughout the reading process.

Vocabulary

The blueprint for comprehension encourages teachers to intentionally plan which words they will directly teach and which ones they will target incidentally as the text is being read. In doing so, teachers should consider:

• Which words students need to know
• Which words to directly teach and which to purposefully teach incidentally
• How and when to teach the selected vocabuary
• Which words to use in expressive language activities
• Which words to use to teach independent word learning strategies

(Hennessy, 2021, p. 52)

Cognitive Processes

Hennessy (2021) explains that rather than remembering the specific words or syntax of a text, readers use cognitive processes to create a mental model of the text as they read. Readers create this model "by intertwining background knowledge and experiences with this text-based representation" (p. 29). Examples of basic cognitive subprocesses include:

• Microprocesses: making sense of individual words within a sentence
• Integrative Processes: connecting and integrating ideas between sentences
• Metacognitive Processes: comprehension monitoring
• Elaborative Processes: making inferences, integrating background knowledge
• Macroprocesses: constructing an overall understanding of the text

(Hennessy, 2021, pp. 29-30)

Critical Understandings

Hennessy's (2021) blueprint "acknowledges the importance of curriculum that is knowledge focused and also calls for developing it" (p. 46). The foundation of the framework is centered around critical understandings of text. Teachers prepare for planning by identifying the big picture: the essential questions and content knowledge students need to know. Questions to help teachers identify enduring understandings and generate essential questions that will shape instruction include:

• What do you want students to know and understand after reading the text?

• What are the critical concepts and understandings - big ideas you want your students to acquire?

• What texts will support these understandings?

(Hennessy, 2021, p. 44)

Knowledge

The knowledge component of the blueprint asks teachers to consider what background knowledge students need to comprehend the text and guides them in planning how to "access and build [student] knowledge and integrate it with the text" (Hennessy, 2021, p. 44). Knowledge also includes considerations of the type of text being used and the unique structures and organizational features that pertain to the text. Teachers should plan how to teach students the purpose and features of different genres and how to use the structure to both understand the purpose of the text and use the structures "to organize and express their understanding" (Hennessy, 2021, p. 44).

Levels of Understanding and Inference

This component of the blueprint guides teachers in thinking about how to help students develop deep comprehension of text. It includes

• teaching students "to construct meaning at different levels of understanding including the surface code, text base, and mental model of text "(Hennessy, 2021, p. 44)
• teaching students to make inferences, connecting text to their background knowledge and integrating ideas within the text

Purpose for reading

Once the overal critical understandings are determined, teachers can set a purpose for reading a specific text. Learning objectives should include both content and literacy instructional goals and objectives (Hennessy, 2021, p. 44).

Example

• Violet loved reptiles.
• Violet got a pet.
• Violet bought a bearded dragon.

Because she loved reptiles, Violet bought a pet bearded dragon.

Sentence Combining

Give students 2 or more short, declarative sentences to combine. To support beginning students, start with fewer sentences and provide students with hints. Hints could be as specific as "use the conjuction because" or broader such as "use an appositive."

(Hochman and Wexler, 2017, pp. 49-51)

The Task

The task a reader sets out to accomplish when reading is influenced by the reader's purpose. Students read for a variety of reasons - entertainment, research, knowledge, etc. In school, students may be tasked with writing summaries, evaluating arguments, comparing characters, taking notes, and so on. Readers must adjust their reading processes to match the complexity of the task. Hennessy (2021) emphasizes the importance for teachers in setting clear criteria for task outcomes as "knowing what is expected, coupled with other factors such as motivation, supports the reader's planning, the surfacing of necessary processes including knowledge, and the monitoring of effectiveness to accomplish identified outcomes" (p. 32).

Vocabulary Rating

Use this strategy before reading to activate prior learning and bring student attention to what they know and don't know.

• Provide students with a list of words from the text.
• Have students rate each word according to how familiar the student is with its meaning.
• The activity can be extended to have students write definitions for the words they know well.

(National Behavior Support Service, n.d.)

Use the Words

Give students structured oral and written practice with vocabulary words by providing sentence stems.

• Why would . . .
• When have you . . .
• Would you want to be . . .

(Hennessy, 2021, p. 71)

Independent Word Learning Strategies

Provide students instruction in strategies for determining word meanings they can apply to their independent reading. One method created by Edwards, Font, Baumann, and Boland helps students use morphology to determine the meaning of a word by following a series of steps (as cited in Hennessy, 2021, p. 79).

1. Look for the root word 2. Look for a prefix 3. Look for a suffix 4. Put the meanings of the root word, prefix, and suffix together

Sentence Expansion Activity

Students are given paper strips with guiding questions. Students answer the questions to first identify the main subject and verb. Then students fill in the strips with guiding questions designed to expand on the verb. Finally, students fill in the strips with guiding questions designed to expand the subject. Students can then put the sentence together in a way that makes sense. *Suggestion: Print the guiding questions for the subject on one color of paper and the guiding questions for the verb on another color.

What did they (he/she/it) do?

Who (or what) did it?

When?

Where?

How?

What kind?

Which one?

How many?

(Eberhardt, 2019, p. 41)