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Teaching Reading in the 21st Century: Motivating All Learners

Sixth Edition

Chapter 11

Teaching Reading Comprehension: Focusing on Narrative Text

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Learning Outcomes

11.1 List the essential components of comprehension instruction and include them when designing comprehension lessons.

11.2 Select or design a reading curriculum that meets the needs of your students.

11.3 Compare and contrast four frameworks for scaffolding guiding students’ reading comprehension.

11.4 Help student respond to and discuss narrative text using different discussion formats.

A Model of Reading Comprehension Instruction

Reading comprehension instruction has many parts:

Developing knowledge

Conceptual or topic knowledge

Genre and Text structure

Vocabulary

Guided students to use strategies

Constructing meaning

Metacognitive strategies

Motivation

Developing Prior Knowledge (1 of 2)

Comprehension does not happen without prior knowledge.

Conceptual or topic knowledge

Teach concepts that students need to comprehend the passage.

Developing prior knowledge includes - read alouds, video, internet searches

Comprehension improves when texts are organized into meaningful units of instruction.

Developing Prior Knowledge (2 of 2)

Genre and text structure knowledge

Understanding genre helps the reader anticipate its characteristics and structure and integrate information.

Reading becomes more purposeful.

For example, a mystery suggests a crime, a criminal, a detective, and clues.

Comprehension Strategies

Strategies are “conscious and flexible plans that readers apply and adapt to a variety of texts and task” (Pearson, Roehler, Dole, & Duffy, 1992)

Mature readers have a range of strategies they are able to use flexibly.

Strategies are often out of our awareness and also employed deliberately.

Strategies are widely applicable.

Key Comprehension Strategies

Strategies	Constructing Meaning	Monitoring Meaning
Setting a purpose	Blank	X
Asking and answering questions	X	X
Making inferences	X	Blank
Determining importance	X	Blank
Summarizing	X	X
Imaging and creating graphics	X	Blank
Locating information	X	Blank
Critically evaluating information	X	X

Planning and Selecting a Reading Curriculum (1 of 4)

The factors that influence curriculum planning - the reader, the texts and the purpose.

The Reader - knowledge, their strategies, their motivation

The Texts - Genres, topics, volume

The Purpose - Why are we reading this material? What are our goals?

Planning and Selecting a Reading Curriculum (2 of 4)

Basal Reader Programs

Comprehension skills and strategies are sequenced across the school year.

Lessons also cover vocabulary, text structure, spelling, writing and grammar.

Students read a few short texts each week where they apply the strategies.

Little focus on motivation.

Planning and Selecting a Reading Curriculum (3 of 4)

Guided Reading

Comprehension skills and strategies are taught as the teacher perceives their need.

Shared reading used to introduce the strategies.

Students are guided through texts selected to match their reading level.

Prior knowledge addressed when necessary.

Little focus on motivation.

Planning and Selecting a Reading Curriculum (4 of 4)

A Thematic Curriculum

The purpose for reading and learning defines the curriculum.

Text selection and knowledge development are the major concerns.

Comprehension strategies are introduced based on the requirements of the text and needs of the learner.

Strong focus on motivation.

Four Frameworks for Scaffolding Students’ Reading (1 of 3)

Scaffolded Reading Experience

Pre-reading activities: build motivation, set a purpose and develop prior knowledge.

During reading: guiding comprehension, discussion questions, applying strategies or Questioning the Author.

Post-reading Activities: Questioning and discussion, writing, drama, reteaching skills and strategies.

Four Frameworks for Scaffolding Students’ Reading (2 of 3)

Guided reading

It is more than a curriculum structure, it is a way of supporting students while reading.

Students read at just the right level.

While students are reading the teacher asks questions, suggests strategies, and model thinking.

After reading students discuss the text and how they solved comprehension problems.

Four Frameworks for Scaffolding Students’ Reading (3 of 3)

Collect-Interpret-Apply (C.I.A.)

Novels or narrative non-fiction books.

The use of strategies and text structure is dictated by the novel and the demands of the text.

Students follow a structured notetaking process to learn the details and structure of the text.

Students learn to think inferentially by engaging in turn and talk discussion with a partner.

Discussing and Responding to Literature (1 of 3)

Any reading of a literary text will promote a range of interpretations.

Classroom discussions promote reader response as students consider a variety of interpretations.

Discussions range from teacher directed to student directed.

Some discussion are aesthetic, focusing on the reader’s response. Other are efferent focusing on the text’s meaning.

Discussing and Responding to Literature (2 of 3)

Literature Circles

Students choose which text to read and meet in a small group.

Students decide what to read and how much to read.

During literature circle meetings each students plays a specific role.

The roles mirror comprehension strategies - Questioner, discussion director, predictor, vocabulary monitor.

Discussing and Responding to Literature (3 of 3)

Book Clubs

Students read the same text or a different text. There is a mix of whole class, small group and individual activities.

The Book Club Cycle

1. Whole Class: Learning about strategies and concepts	3. Small Group: Students make new interpretation and discoveries
2. Individual: Independent reading to apply strategies and concept.	4. Whole Class: Sharing and publications of new insights through discussion and writing.

Independent Reading

Vital for comprehension development

Greater reading volume leads to:

vocabulary growth,

improved fluency,

development of prior knowledge

Strategy practice and refinement

During reading conferences teachers can assess fluency and comprehension, encourage reading and help students set goals.

Assessing Reading Comprehension

See chapter 12 for our guidelines for assessing reading comprehension

The procedures for assessing comprehension of narrative text are similar.

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