Kallan,

Have you tried reciprocal teaching, (I think it's called), when the younger
of the two tries to come up with questions from the reading for the older
sibling? The tutee, the younger, gets to act like the "teacher".  This is
done after reading of course. 

Mora  

 

  _____  

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Kallen Tsikalas
Sent: Monday, February 04, 2008 5:00 PM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 959] Re:
ComprehensionMonitoringStrategiesDiscussionBegins Today

 

Hello All.

 

I work with low-income adolescents who often find themselves
tutoring/helping younger siblings or other family members with reading,
though they themselves may be less than proficient at decoding and
comprehension.

 

I am looking for:

a) Two-person *game-like activities* that I can use to promote comprehension
monitoring in these sibling pairs.  

b) Computer-based, *pair reading activities* suitable for adolescents.  

 

Does anyone have any thoughts or suggestions?

 

Thank you.

--Kallen Tsikalas :)

 

 

Kallen Tsikalas | National Director of Research & Learning Services
Computers for Youth (CFY)
ktsikalas at cfy.org |  <BLOCKED::http://www.cfy.org/> www.cfy.org 

 

  _____  

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Gail Price
Sent: Monday, February 04, 2008 2:01 PM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 954] Re: Comprehension
MonitoringStrategiesDiscussionBegins Today

 

Thanks Susan. That certainly makes sense. I know I have asked my students to
read a passage and highlight words they don't know or aren't sure of. I have
also asked them to write question marks if there is a statement that doesn't
make sense to them. The students have never objected to this or acted
unwilling-perhaps this is a pretty non-threatening way to admit to not
knowing something.

 

What are some things others have tried? What do you do to help your students
when their comprehension breaks down?

 

 

Gail J. Price

Multimedia Specialist

National Center for Family Literacy

325 W. Main Street, Suite 300

Louisville, KY 40202

gprice at famlit.org

502 584-1133, ext. 112

 

 

Join us for the 17th Annual National Conference on Family Literacy!
"Literacy Grows Families and Communities"
March 30, 31, & April 1, 2008-Louisville, KY
Register online at www.famlit.org/conference

 

  _____  

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Susan McShane
Sent: Monday, February 04, 2008 11:44 AM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 953] Re: Comprehension Monitoring
StrategiesDiscussionBegins Today

 

Hello Everybody! Since there are so many possibilities in the broad category
of comprehension monitoring, Donna and I think that it's probably best to
start with something that makes sense to the learner and isn't  too
complicated. 

 

One possibility is restating-that is putting what they've read into their
own words. You can explain that it's a good way to stay focused on the
meaning and to "test" their understanding.  Ask them to stop after the first
section or paragraph (or even the first couple of sentences) and try to put
what the writer said in their own words. If they can't do it, that's a clue
that they may need to re-read and think about it more carefully.

 

Another possibility is a variation on the "coding text" strategy. The book
includes an example that has several different kinds of marks to indicate
questions, mark important facts, and make other responses to the text. You
might start with something much simpler that introduces the idea of marking
the text. Maybe they could just underline any words they don't understand or
put a check mark by any important or interesting facts or bits of
information. If they begin with just one or maybe two kinds of "codes" it
may be less intimidating. 

 

Starting with one of these simple approaches also makes it easier for
you/the teacher to demonstrate and model the strategy.

 

Does this sound reasonable? Has anyone done anything like this or used any
other comprehension-monitoring strategies?

 

  _____  

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Gail Price
Sent: Monday, February 04, 2008 11:19 AM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 952] Comprehension Monitoring Strategies
DiscussionBegins Today

 

Good morning, List members,

 

I am very pleased to welcome Susan McShane, Reading Initiative Specialist at
the National Center for Family Literacy, and Donna Elder, Reading Specialist
at the National Center for Family Literacy, to our List. They will be
leading the discussion on comprehension monitoring strategies for adult
readers. I know many of you have been looking forward to this discussion and
I hope you are prepared to join in with your questions, comments and
experiences. 

 

I would like to get us started by asking Susan and Donna how they introduce
the comprehension monitoring strategies on pages 80- 82 of Applying Research
in Reading Instruction for Adults: First Steps for Teachers, to students. Is
there a particular strategy that you introduce before the others? How might
you present the strategy to maximize learner buy-in? 

 

 

 

 

Gail J. Price

Multimedia Specialist

National Center for Family Literacy

325 W. Main Street, Suite 300

Louisville, KY 40202

gprice at famlit.org

502 584-1133, ext. 112

 

 

Join us for the 17th Annual National Conference on Family Literacy!
"Literacy Grows Families and Communities"
March 30, 31, & April 1, 2008-Louisville, KY
Register online at www.famlit.org/conference

 

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