Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g1HNxDu29273; Sun, 17 Feb 2002 18:59:13 -0500 (EST) Date: Sun, 17 Feb 2002 18:59:13 -0500 (EST) Message-Id: <A1DF203D7C27D411A4EC00D0B78055801DA400@WRL_NTSERVER> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: j ransone <jransone2@jcplin.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2048] Re: Reading Comprehension Strategies and EFF X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 2409 Lines: 56 Hi all, Mary stated she was "looking for information on reading comprehension strategies taught within the EFF framework." I'd like to share the most powerful reading comprehension strategy we have used. It involves metacognition or, in this case, teaching a student to monitor his own comprehension. I first learned this from Judith Rance-Roney of Lehigh University. She refers to the process as metacomprehension. Basically it is a "think aloud" with a student where you are the comprehension monitor. It goes like this. 1. Tell the student that you are going to teach him, by modeling, things that good readers do to be sure they understand what they are reading. 2. Have the student choose a selection to read for the exercise. 3. Talk through pre-reading with questions such as: "Why did you select this piece?"; "What do you think it will be about?"; "Why do you think that's what it will be about?"; etc. 4. When you feel the student has accessed his prior knowledge about the subject, begin reading. As the student comes to an unfamiliar word make comments and ask questions like: "What do you think xyz(insert word) means?"; "Let's reread the sentence, maybe that will help us understand xyz."; "Did that help? Do you think you know what xyz means now?"; "Let's keep reading, maybe it will make sense later." 5. Continue reading the selection, pausing to be the comprehension monitor when you feel the student is unsure or in unfamiliar territory. As the student becomes comfortable with the process he begins to take over the responsibilities of the comprehension monitor. Aloud, at first, in order for you to assess the learning. The goal is for the comprehension strategies to become automatic and unconscious for him. What makes this an EFF friendly activity? First, the student chooses the article which will be used as the context for the activity. Second, when you look at the components of performance for the Read with Understanding standard, they can all be addressed during an exercise of this type. There is a great article called, "Developing Metacognition" on ERIC. It is document number ED327218 and can be found at www.ed.gov/databases/ERIC_Digests. What metacognition strategies do you use in instruction? How are they, or how could they be made, EFF friendly? Take care, Jenny Jenny Ransone NIFL-4EFF Discussion List Moderator jransone2@jcplin.org
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