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TRANSCRIPT
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Reading Matters to Maine’s Third Annual Conversation about Reading
Co-‐sponsored by Reading Matters to Maine & USM Southern Maine Area Resource Team (SMART) for Schools
Reading Comprehension: Foundations and Instructional Practices, K-‐12
Presenters: Christopher Kaufman, Ph.D. & Rachel Brown, Ph.D.
Study guide created by Alexis Kiburis, Psy.D.
Study Guide
This study guide may be used to help guide note-‐taking while watching Reading Comprehension: Foundations and Instructional Practices, K-‐12 (originally recorded on October 1, 2012). Additionally, this study guide includes reflection questions, which may be discussed among small groups of educators.
Part One – The Neurodevelopmental Bases of Reading Comprehension Presented by: Christopher Kaufman, Ph.D.
• Defining reading comprehension
o Definition provided by RAND Study Group (2002):
§ “We define reading comprehension as the process of simultaneously
___________________ and ___________________ meaning through interaction
and involvement with written language. We use the words
___________________ and ___________________ to emphasize both the
importance and the insufficiency of the text as the determinant of reading
comprehension.”
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o Reflection and/or Group Discussion: § Dr. Kaufman’s favorite definition of reading comprehension comes from the
RAND Study Group (2002). How else have you heard reading comprehension defined? How do you define reading comprehension?
• Three core skill domains of reading comprehension
o Use the information from slide # 5 to fill in the following graphic organizer.
Reading Skill Components
Language Knowledge Components
Execu`ve Skill
Components
3 • The brain
o The cortical surface (cortex) can be divided into two hemispheres: left and right.
§ The left hemisphere of the brain primarily processes information in a
___________________, sequential, ___________________way (explicit
processing).
§ The right hemisphere of the brain enables integrative processing,
___________________ processing, ___________________ processing (implicit
processing).
o Reflection and/or Group Discussion:
§ What does “explicit” mean? § What does “implicit” mean?
• Compare and contrast the explicit and implicit processes involved in reading comprehension.
o The cortical surface (cortex) can also be divided into four lobes: ___________________
lobe, ___________________ lobe, ___________________ lobe, and
___________________ lobe.
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§ The three posterior lobes (occipital, parietal, and temporal) are wired for input.
They can be referred to as reception lobes. They are also short-‐tem and long-‐
term information storage centers. Additionally, they are processing centers.
• The ___________________ lobe processes visual information.
• The ___________________ lobe processes somatosensory information.
• The ___________________ lobe processes auditory information.
§ Reflection and/or Group Discussion: • If the occipital lobe is not functioning properly, how might the acquisition
of literacy skills be impacted? What if the parietal lobe is not functioning properly? How about the temporal lobe?
5 § The ___________________ lobe is not involved with input. It is involved with
output. This lobe may be referred to as the “director of cognition.”
§ Reflection and/or Group Discussion:
• If the frontal lobe is not functioning properly, how might the acquisition of literacy skills be impacted?
o Brain changes during literacy skill acquisition
§ The brain changes as an individual develops literacy skills.
• A novice reader has brain activation in areas associated with processing
print at a mechanical level.
o (1) Broca’s area is involved with expressive language.
o (2) ___________________ Area and the ___________________
Gyrus are involved in ___________________ analysis. Letter-‐
sound association occurs here.
o (3) The ___________________ Cortex is activated because the
child’s eyes are open while reading and he or she is processing
sight words.
• An advanced reader has brain activation in areas associated with
processing print at a reading comprehension level.
o (1) The ___________________ Cortex is involved with active
thinking.
6 o (2) The ___________________ lobe is involved with processing
the semantics of the text.
o (3) The ___________________ Cortex is activated because the
child’s eyes are open while reading and he or she is processing
sight words.
§ Reflection and/or Group Discussion: • Describe the differences and similarities between a novice reader’s brain
and an advanced reader’s brain. How do these differences impact reading comprehension?
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Fluency Deficit
Working Memory/Execu`ve Func`on Deficit
Recep`ve Language Deficit
• Specific Comprehension Deficits
o Use the information from slides #11-‐23 to fill in this graphic organizer. Take notes on the
key aspects of each specific comprehension deficit.
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• Reflection and/or Group Discussion: o What types of interventions could you put in place to support a student with a fluency
deficit? What could you do to support a student with a working memory/executive function deficit improve his or her literacy skills? How would you intervene to help support a student with a receptive language deficit?
• Good readers engage in specific actions before reading, while reading, and after reading.
• Before Reading
• While Reading
• Aier Reading
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• Investigate: o Explore one or more of these resources to increase your knowledge on the topic of
the neurodevelopmental bases of reading comprehension.
§ Baddeley, A. & Wilson, B. (1988). Comprehension and working memory: A single case neuropsychological study. Journal of Memory and Language, 27, 479-‐498.
§ Berninger, V. W., & Richards, T. L. (2002). Brain Literacy for Educators and Psychologists. San Diego, CA: Academic Press.
§ Dehaene, S. (2010). Reading in the Brain: The New Science of How We Read. New York, NY: Penguin Books.
§ Wolf, M. (2007). Proust and the Squid: The Story and Science of the Reading Brain. New York, NY: HarperCollins Publishers.
10 Part Two – Reading Comprehension: Foundational and Instructional Practices
Presented by: Rachel Brown, Ph.D.
• Defining reading comprehension instruction
o Teaching readers to ___________________ what they read.
o Reading comprehension is a critical reading skill, but researchers have found that it
is more often expected than taught (Durkin, 1974; Dole, 2000).
o ___________________ students benefit from reading comprehension instruction.
• When reading comprehension should happen
o Reading comprehension is one of the five core areas of reading defined by the
National ___________________ ___________________ Report (2000).
§ The five core areas are: phonemic awareness, phonics, fluency, vocabulary,
and ___________________.
o Reading comprehension should be taught every ___________________ at
___________________grade level.
• If you haven’t heard of the National Reading Panel Report, get informed by watching this video: www.readingmatterstomaine.org/nrp-‐teaching-‐children-‐to-‐read/
• To learn more detailed information about the National Reading Panel Report, access the full document here: http://nationalreadingpanel.org/Publications/publications.htm
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K-‐1
2-‐3
4-‐5
6-‐8
9-‐12
o Comprehension instruction across levels
§ Use the information from slide #5 to fill in the following graphic organizer.
12 o Reflection and/or Group Discussion:
§ After filling out the graphic organizer on the previous page, consider which of the comprehension instruction strategies you currently use with your students. Which strategies are built into your core literacy curriculum? Do you need to supplement the core literacy curriculum in order to ensure that all of your students receiving reading comprehension instruction on a daily basis? If so, how?
o Readers will need multiple tiers of support. The dosage or intensity can be modified
based on student need.
§ Tier One: core instruction for ___________________ students.
___________________% or more should be successful with this level of
instruction alone.
§ Tier Two: additional, supplemental support. Roughly
___________________% of students will likely need this level of
intervention.
§ Tier Three: intensive, supplemental support. Roughly
___________________% of students will likely need this level of
intervention.
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o Reflection/and or Group Discussion: § Think about the tiered systems of support that are provided at your school.
What types of reading comprehension interventions are available within each tier?
• Effective comprehension instruction
o Research has consistently identified ___________________ ___________________
of reading strategies to be the most effective way to increase reading
comprehension skills.
o ___________________ comprehension strategies have been found to be most
effective (Pressley, 1998).
§ This type of instruction includes modeling and ___________________
___________________ by students.
14 • Comprehension instruction strategies
o Use the information presented on slides #9-‐23 to fill in this graphic organizer. Take
notes on the key aspects of each comprehension instruction strategy.
Iden`fying Text Structure
Descrip`on:
How could you implement this strategy with your students?
Previewing Text
Descrip`on:
How could you implement this strategy with your students?
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Ac`va`ng Prior Knowledge
Descrip`on:
How could you implement this strategy with your students?
Seong a Purpose
Descrip`on:
How could you implement this strategy with your students?
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Using Predic`ons
Descrip`on:
How could you implement this strategy with your students?
Imagery and Visualiza`on
Descrip`on:
How could you implement this strategy with your students?
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Summarizing
Descrip`on:
How could you implement this strategy with your students?
Self-‐Monitoring
Descrip`on:
How could you implement this strategy with your students?
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o Investigate: § Go to http://kc.vanderbilt.edu/pals/ and explore the PALS Reading Products
and the supporting research. • What are the strengths of this instructional strategy? • Describe how you could use these instructional strategies in your
classroom.
Peer Teaching
Descrip`on:
How could you implement this strategy with your students?
19 o Investigate:
§ Go to http://www.readworks.org/ and explore the Lessons and Units section of the website.
§ Select a lesson: _________________________________________. If necessary, make modifications to meet your students’ needs. Implement it in your classroom.
§ Will you use this website as a resource in the future? If yes, how will you use?
• Assessment
o Comprehension can be assessed using curriculum-‐based measures (CBM)
§ Oral reading ___________________ (ORF)
§ Maze silent reading
o Progress may be graphed/charted
20 o Investigate:
§ Go to http://www.interventioncentral.org/tools/chart_dog_graph_maker. § Read the instructions to learn how to use the ChartDog Graphmaker. § How could you use this tool to monitor your student’s progress?
• Investigate: o Explore one or more of these resources to increase your knowledge on the topic of
reading comprehension instructional practices.
§ Almasi, J. F. (2003). Teaching Strategic Processes in Reading. New York: Guilford Press.
§ Bell, N. (2007). Visualizing and Verbalizing for Language and Comprehension (2nd Edition). San Luis Obisbo, CA: Gander Publishing.
§ Klinger, J. K., Vaughn, S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York, NY: Guilford Press.
§ Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement (2nd Edition). Portland, ME: Stenhouse Publishing.
§ Ivey, G. (2002). Building comprehension when they're still learning to read words. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-‐based practices (pp. 234-‐246). New York: Guilford Press.
§ Pressley, M. (1998). Comprehension strategies instruction. In J. Osborn & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning. New York: Guilford.
§ Tovani, C. (2000). I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers. Portland, ME: Stenhouse Publishers.