Group+1+Module+8


 * Module 8 (Chap 10*11) Effective Practices for Developing Reading Comprehension & Reading Comprehension Strategies and Teacher Preparation

 **Ladies and Dr.Swanson- This is from S. Walpole and is reviewed by M. Pressley. Hang in your classroom on a notebook ring for a handy reference. It is a pdf for memory stick too. **[|**http://www.ciera.org/library/presos/2001/2001IRA/ira01swa.pdf**]

1. What does research say about both topics?** Development of reading comprehension strategies would mean having the strategies taught in the first place. **ZH-**This begins with reading to your infant all of the way to when they move from home. Take turns reading and read more as a family and class affair. Modeling creating an image in your mind as you read would be a great idea for any teacher. We do not constantly verbalize thoughts. The students will learn the thinking and critical thought processes. Previewing and understanding vocabulary will need to be consistent for remaining and understanding the text before, during, and after reading. KC- Zane, I agree that students need to read more at home and in class. We are so busy teaching that we don't give them enough time to practice and apply what they've been taught. **KC-** There should be a balance between comprehension strategy instruction and plenty of time for actually reading, writing, and discussing the text. Along with plenty of time for actual reading, students need to read real texts for real reasons, read a variety of genres, and participate in a classroom environment that is rich in vocabulary and high-quality discussion of text. Comprehension instruction should describing the strategy, modeling, collaborative use, guided and independent use of the strategy. Students should use multiple strategies while reading. TD- Research says that comprehension instruction should be balanced, with attention given to both explicit strategy instruction and authentic literacy exposure/immersion (reading, writing, and discussion) in a supportive classroom environment (see page 207 of the text). It should include strategy implementation before, during, and after reading. By reviewing the research presented in chapters ten and eleven, I have come to the conclusion that our definition of comprehension has changed significantly over the years. I think it has grown from a rather superficial knowledge of material read to a multidimensional component with graduated levels of understanding.

**2. Why must teachers go through extensive preparation to teach comprehension? ZH** If the comprehension is excellent for teachers they could be clueless as to what each thinking process is as they glide through the reading. Teaching how something is done is more difficult than just doing the action. Strategize and energize the students to use a way meaningful to them. Many adults and some students use pneumonic devices to remember important facts or actions. Each time a flag is raised it symbolizes red, white, and blue. The blue means don't be blue because you have your freedom and democracy. The answer to the test question could be democracy. (Corny-but it works.) The wind __blew__ the __blue__ weathervane would trigger the homonyms. H O M E S makes one think of all 5 Great Lakes. Now apply the locations for more active metacognitiion. **TD-** Teachers must not only have a thorough understanding of the strategies but also the how/when/why of implementation. This is why teacher training is so important. If teachers are competent, they can focus more fully on strengthening their students’ literacy. ZH -Hold that thought, now you know why we study the theories and theorists. KC- I have pulled my theorist book back out a couple of times during this class. KC- Teachers need extensive preparation so that they know what they are doing when they are teaching students. They will be more thorough in their explanations of the strategy, in modeling the use of the strategy, and in explaining when to use the strategy. We are often times expected to teach curriculum or strategies in which we have been given little or no training. I am open to trying new things, but I want to be trained well so that I know that I am teaching my students correctly.

ZH** The pendulum has not really changed even though it still swings back and forth. I know that society or reading teachers decide what is hot and what is not. The balanced approach was there and ever present before the "big five" that are needed according to the Nat'l Panel that sort of researched. "Whole Language" and phonics instruction became the big debate, like two political parties. The unrest caused friction when all we were doing was teaching Johnny to read. No-one threw in the "Matthew effect" as much, or the adult and adolescent literacy as much. All know comprehension is to be taught. There were just as many dittos as there are worksheets today. The overwhelmed and overburdened teachers were tired. Balanced is what it should be however testing objectives will watch the pendulum swing without really changing what we know is true. "Dick and Jane" taught the masses, but it is a new day. KC- I don't remember being given that much time to read in class when I was in elementary school. The only time I read the story from the basal was in small group...I would have been a buzzard or something along those lines. Then I was given a phonics worksheet and comprehension questions to answer. I don't remember ever having great discussions about books. I didn't really enjoy reading until I was an adult and now I stay up late reading for professional reasons and/or for pleasure almost every night. My kids see me reading whenever I get the chance and they read all the time, too. They rarely leave home without a book to read or a journal for writing in the car. They have had good strategy instruction and a love of books instilled in them both at home and school. I do believe there has been a change in instruction, but not all teachers have implemented that change. **KC-** Students need ample time to read and practice the comprehension strategies they’ve been taught. They need time to reflect on what they’ve read, discuss what they’ve read, and write about what they’ve read. TD- I think this reflects the general view of literacy instruction involving both explicit instruction and activities like reading, writing, and discussing literature in depth and with authentic applications to real life. KC- Most teachers don't spend enough time letting students respond through writing. 1. ZH-Speaking and understanding effect reading comprehension in what way? KC- I think that speaking could effect comprehension based on ones culture or dilect. If we are not familiar with the phrasing the author uses (ex. lift for elevator, top of the morning to you, etc.) then we have to stop and figure out what the author is saying. TD- Kelly, I took three, and I graduated in 2005, if that helps.... ZH- My best undergrad reading class was at UNM w/ Dr. Walsch. I still refer to the __book and have shown parents__. KC- Zane, what was the class? Did you feel that you had enough training to teach reading effectively when you finished your undergrad? I know that I didn't! **Reading Programs in Elementary Educ. (3 hr) Yes it helped because when I began teaching I had half days and taught Early Literacy and Kindergarten. After December I went from half days to whole days.**  zh **3.ZH** How do comprehensive reading and reading for comprehension differ? KC- Would comprehensive reading mean reading widely on a subject matter or reading everything available to you on a topic or subject matter? TD- How does one go about setting up comprehension strategy workshops in her school? How do we change the mindset of naysaying teachers? KC- Good question, Tracy. I know that there are teachers out there that either don't want to change, or feel that they should stick to the way they've been teaching reading for years. My principal has offered optional professional development through Regie Routman the past two years. I attended both trainings. I feel like even if I learn one new thing or can improve on something that I'm doing it's worth it. KC- 3. Which comprehension strategy do you find the most difficult to teach? Why?* ZH- **Wow-you have added to the Professors questions.**
 * 3. Why has the pendulum changed to balance comprehension instruction?
 * Questions: Module 8 whole group**
 * 2. KC-** How many reading classes do undergraduate students take now? I only remember one maybe two classes when I was an undergrad student.