{"id":747,"date":"2012-08-20T14:25:17","date_gmt":"2012-08-20T18:25:17","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=747"},"modified":"2017-06-16T12:51:25","modified_gmt":"2017-06-16T16:51:25","slug":"comprehension-strategies","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/comprehension-strategies\/","title":{"rendered":"Comprehension Strategies"},"content":{"rendered":"<p>This is a generative list of suggestions for reading instruction.\u00a0 If you want a more detailed presentation, I have copies of the Nist and Holschuh essay.<\/p>\n<p>Metacognitive, cognitive, and affective elements are necessary for successful teaching\/learning.<\/p>\n<p>Cognitive: As readers,we all need a schema that &#8220;provides ideational scaffolding&#8221; and permits prioritizing information, inference making, memory searches and summarizing (79). Affective: As readers it&#8217;s important that we structure assignments to provide choice, challenge, peer interaction, belief in value of multiple perspectives and internal source of knowledge.<\/p>\n<p>&#8220;Students need to be taught explicitly a repertoire of strategies and receive instruction on how to apply them&#8221; (85). Direction instruction of strategies should<\/p>\n<ul>\n<li>begin with a concrete and complete explanation of it<\/li>\n<li>give an explanation of why it should be learned<\/li>\n<li>provide instruction on how to use the strategy, including<br \/>\n* teacher modeling (thinking aloud regarding various reading strategies)<br \/>\n* examples to demonstrate use of strategy in a variety of contexts<br \/>\n* guidance in practicing the strategy<br \/>\n* evaluation of strategy use through both teacher feedback and self-monitoring<\/li>\n<\/ul>\n<p>Strategies (must include cognitive, metacognitive, and affective dimensions, especially connecting to students&#8217; own knowledge):<\/p>\n<ul>\n<li>Graphic organizers<\/li>\n<li>Concept mapping<\/li>\n<li>Previewing text (problem is how to get students to do it on their own)<\/li>\n<li>Underlining and highlighting (only useful if it&#8217;s the first step in annotation and concept mapping; difficulties include finding what&#8217;s truly important)<\/li>\n<li>Annotation (includes &#8220;writing brief summaries in the text margins in the students&#8217; own words, enumerating multiple ideas (e.g., cause-effect relations, characteristics), noting examples in the margins, putting information on graphs and charts if appropriate, marking possible test questions, noting confusing ideas with a question mark in the margins, and selectively underlining key words or phrases&#8221; (91); should also include challenging author, identifying assumptions, relating other possible perspectives, considering implications, applying the idea to a new situation)<\/li>\n<li>Elaborative interrogation (asking questions of the text&#8211;best modeled by teacher, then self-questioning)<\/li>\n<li>Elaborative verbal rehearsals (a bit like SQ3R): &#8220;Relating ideas across text and to prior knowledge, incorporating personal reactions or opinions about the ideas, summarizing key ideas in students&#8217; own words, and including appropriate text examples&#8221; (93)<\/li>\n<li>Self-testing (individual or cooperative to identify what the student knows and doesn&#8217;t know; possibly collaborative brainstorm and answer potential test questions at beginning of class)<\/li>\n<\/ul>\n<p>Students need direct instruction followed by scaffolding till they learn the strategy and help in learning when to use which strategies (going meta on the process).<\/p>\n<p>It may be helpful to have students see the effects of trying a technique and then NOT using it in order to discover how they best understand a text&#8211;in other words, adopting an approach of experimentation, not rigid following of reading rules.<\/p>\n<p>*This material is taken from Sherrie L. Nist and Jodi L. Holschuh. &#8220;Comprehension Strategies at the College Level.&#8221; In Rona F. Flippo and David C. Caverly, eds. Handbook of College Reading and Study Strategy Research. Mahway, NJ: Lawrence Erlbaum Associates, Publishers, 2000. 75-104.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This is a generative list of suggestions for reading instruction.\u00a0 If you want a more detailed presentation, I have copies of the Nist and Holschuh essay. Metacognitive, cognitive, and affective elements are necessary for successful teaching\/learning. Cognitive: As readers,we all need a schema that &#8220;provides ideational scaffolding&#8221; and permits prioritizing information, inference making, memory searches &hellip; <a href=\"http:\/\/blogs.shu.edu\/english\/comprehension-strategies\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Comprehension Strategies&#8221;<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-747","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/747","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=747"}],"version-history":[{"count":3,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/747\/revisions"}],"predecessor-version":[{"id":1127,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/747\/revisions\/1127"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=747"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}