Group+9+Module+8

1. What does research say about the topic? PEGGY: The text states comprehension is a process and about effective reading comprehension instruction. Since 1975 there has been a lot of process in the research of comprehension. Reading comprehension should be a balanced instruction. Curriculum should be built with comprehension strategies: Prediction, think-aloud, text structure, informational text sturcture, visual representations of text, summarization, questions/questioning, all of these comprehension strategies are benficial to teach to develop readers. Comprehension routines are used regularly text after text. The change from intense research of decoding some believe will now turn to intensely researching comprehension. SUSANNAH: Good summary Peggy! The book also states that, without a supportive classroom content, comprehension instruction will not have a chance to flourish. A supportive classroom features: Lots of time reading, reading real texts for real reasons, reading a range of genres, rich vocabulary development, accurate and automatic decoding of words, lots of time writing text for others to read and comprehend, and high quality conversation about text. I would like to see if I can include these in my class. I need lots more books at many different levels.

RENEE: The text states that student motivation impacts whether and how they will use comprehension strategies. Teachers can motivate students to read by giving them choice of reading materials. SUSANNAH: Yes, what I lack is a good library for my classroom. Fortunately we have a good librarian who helps me keep it stocked from the school library, but I would like a huge bookshelf of books that the kids could choose from & that stayed in my room. I should get going with Donors Choise. com. MANDY: I don't have a good library either. I know that the text states that it's important to have one but I am not sure what resources to use to develop a library.

2. Why must teachers go through extensive preparation to teach comprehension? PEGGY: The text states that intensive instruction of teachers can prepare them to teach reading comprehension strategically and that such teaching can lead students to greater awareness of what it means to be strategic reader and to the goal of improved comprehnsion. I understand this to mean that teachers who are well prepared are teachers that use more than one stategy to teach comprehension and lead their students into greater understand of literacy. SUSANNAH: I cannot imagine having a more extensive and intensive preparation than we are getting this summer! We must be intensively trained so that, instead of following a pre-determined course of teaching strategies, we "respond flexibly and opportunistically to student's need for instructive feedback as they read". I like being able to watch other teachers teach. When I see it, I can do it. Students need to know what strategies are taught, why they are important, and how they are used.

RENEE: I believe one reason is because not all students learn the same way. So teachers have to have several different strategies to reach each student in the her classroom. MANDY: I think they have to go through extensive preparation to teach comprehension because students all comprehend things in different ways.

3. Why has the pendulum changed to balance comprehensive instruction? PEGGY: According to the text the balanced comprehensive instruction includes both explicit instruction in specific comprehension strategies and a great deal of time and opportunity for actual reading, writing, and discussion of text. I believe the change to the balanced instruction is to stimulate thought through discussions and strategies to connect more reading and writing. SUSANNAH: It is ironic that research shows we need to take time to make connections with reading, when NCLB testing dictates that we spend less time on connections in reading, and all our time cutting reading up into tiny, focused, individual bits of "reading" elements. It is difficult to ask teacher to find time for discussion, when they feel all their time is taken up with "test peparation" and the actual testing. The students also are trained to "get the right answer and move on to the next thing". Their anxiety goes sky high when we try to slow down and have a discussion. They are so uncomfortable that they will do anything to sabatogue the lesson. I do think that if I was more explicit about the strategy and why, that it would go better. I am looking forward to getting another chance this year.

RENEE: Good instruction is important but it is not enough. The text suggest students also need, explicit description of the strategy, teacher model the strategy, collaborative use of strategy, guided practiced and finally, independent use of the strategy. Balance is always good in teaching. MANDY: With the students we work with explicit instruction and modeling would be the best way because they are able to understand better when taught this way. I would have to agree with Renee when she said that "balance is always good in teaching".

PEGGY'S QUESTION: Which type of instruction do you believe is most effective for teaching reading comprehension, direct explanation approach or transactional strategy instruction? Why? RENEE: I agree with Susannah, I like transactional strategy because, it focuses on both direct explanation (DE) by the teacher and the teacher to faciliate, student collaboration, explicitly discuss the mental processes and cognitive strategies of reading comprehernsion skills. PEGGY: Thank you both, I agree, but some teachers I know only believe the Direct is the way to teach. Just wanted to have support for my opinion. MANDY: I guess I would have to agree with you ladies because I havent had a lot of experience with that yet.
 * SUSANNAH: I am more interested in the transactional strategy because it focuses on the ability of teachers to facilitate discussions with students - and I really need that for my kids. It also emphasises that students' interactions with each other, not just with the teacher.

SUSANNAH's QUESTION: Has anyone used the Chunk and Chew strategy? I could not figure out how to apply it to our reading at all. Do you have an example of how it could be used in the classroom, or tutoring?

RENEE: I had never heard of it either.**

PEGGY: Susannah, if you're talking about the chunking letters together and using that strategy for students to build words, yes I've used it. It works well especially when trying to get students to see vowel patterns or even when working will syllables. SUSANNHAH: No, I am talking about the chunk and chew for this module that suggests "11-17 minutes of engaging students using multiple intelligences, including dodily-kinesthetic, musical and spacial intelligence. Then 15 minutes to process info with interpersoal/reflection time, partners, cooperative learning group and w hole class practice techniques". MANDY: No, I haven't used it either. I never even heard of it until this class.


 * PEGGY: Then no I haven't heard or used it.**

RENEE's QUESTION: Do you believe that programs like AR and SuccessMaker increase student's reading comprehension skills?**

MANDY: I don't think so. The students I have worked with figure out what questions to look for and don't even really read the book. They just want the "prize". PEGGY: Contrary to most popular beliefs I think the AR programs promote reading to inspire the students. It does help with comprehension because if they don't pass an AR test they don't get the reward. I'm not sure how much it improves the comprehension, but every little bit helps. I don't know about SuccessMaker, I haven't had the privilege of seeing it. RENEE: I dont see why some people think AR is so bad. I see that ie motivate a lot of students to read. I just didnt know about reading comp. SUSANNAH: AR works with my students who are willing to read. They like the competition, but if they fall too far behind the other students, the want to drop out and not read at all. They are all extrinsically motivated, so trying to beat their "personal best" does not motivate them - only beating someone else. I like AR books because I have found that, if they do not progress too quickly, they seem to get better comprehension. I also make sure there is a time when they can read whatever they choose, regardless of the book level and their level. MANDY: My question is how to we get funding for a classroom library?
 * PEGGY:** I think grant writing would probably be your best solution.