Chapter 7
Comprehension: Theory and Strategies
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Chapter 7 Anticipation Guide
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Process of Comprehending
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Schema Theory
Situation Model Theory
Role of Reasoning
Role of Attention
Role of Surface Features
Developmental Nature
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Comprehension Strategies
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Preparational
Organizational
Elaboration
Rehearsing
Metacognitive
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Comprehension Strategies
(Continued)
• Strategy Instruction
– Introducing the strategy
– Demonstrating and modeling the strategy
– Guided practice
– Independent practice and application
– Assessment and reteaching
– Ongoing reinforcement and implementation
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Comprehension Strategies
(Continued)
• Teaching Preparational Strategies
– Activating prior knowledge
– Setting purpose and goals
– Previewing
– Predicting
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Comprehension Strategies
(Continued)
• Teaching Organizational Strategies
– Comprehending main idea
– Constructing main idea
– Determining relative importance of information
– Organizing details
• Sequencing
• Following directions
– Summarizing
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Comprehension Strategies
(Continued)
• Teaching Elaboration Strategies
– Making inferences
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Using QAR
Difficulties in applying
Applying skills in classroom
It Says-I Say-And So
Macro-Cloze
Difficulties in drawing conclusions
– Imaging
– Question generation
– Other strategies
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Figure 7.6: It Says—I Say—And So Chart
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Comprehension Strategies
(Continued)
• Teaching Monitoring Strategies
– Knowing where and how to use (metacognition)
– Knowing oneself as a learner
– Regulating
– Checking
– Repairing
– Click and clunk
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Figure 7.8: Metacognitive Strategies
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Comprehension Strategies
(Continued)
• Use Process Questions and Think-Alouds
to Assess Comprehension
• Scheduling Strategy Instruction
– Various models and scheduling
– Gradual Release of Responsibility model
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Closing the Gap By Making
Connections
• Comprehension Increases Through Use of
Causal Relationships
• Comprehension Strategies for Bilingual
Learners
– Translating information
– Transferring information
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Social-Constructivist Nature of
Comprehension
• Reciprocal Teaching
– Uses predicting, questioning, clarifying,
summarizing
• Questioning the Author
– Emphasizes content
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Integration of Strategies
• Several Strategies Are Applied
Simultaneously
• Takes Time to Learn Strategies
• Strategies Learned at One Level May
Need to Be Refined at Higher Level
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Making Strategy Instruction Work
• Base on Student Need
• Teacher Repeatedly Models and Explains
• Teacher Adapts Instruction
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Importance of Affective Factors
• Attentive
• Active
• Reflective
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Explicit versus Nonexplicit
Instruction
• Better Readers Infer Strategies
• Struggling Readers Need Explicit
Instruction
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Tools for the Classroom
• Emphasize Higher-Level Thinking
• Provide Struggling Readers with
Appropriate Level Materials & Instruction
• Review Essential Standards
• Use Ongoing Assessment
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