I've used this one to teach how to identify main ideas--a typical question that students are asked. I never saw it called About-Point but I've used the approach: What is the topic/subject? What is the author saying about the topic?

I'll be interested to hear any experience with dialogic reading. I know it's used with children, and the NCFL FACE (Family and Child Education) programs that work with Native American families have had very good success with it.


-----Original Message-----
From: familyliteracy-bounces at nifl.gov [mailto:familyliteracy-bounces at nifl.gov] On Behalf Of jalsails at aol.com
Sent: Wednesday, February 06, 2008 10:39 AM
To: familyliteracy at nifl.gov
Subject: [FamilyLiteracy 986] Re: Comprehension monitoring

Another strategy that fits with these suggestions for 
paraphrasing/summarizing is About - Point. Read a paragraph. In one to 
two words answer the question, What is this about? (topic). In one to 
two sentences answer the question, What is the point (main idea).  
Example, What is it about? Answer: Dogs. What is the point? Answer: All 
dogs go to heaven.

Is anyone having success with the dialogic reading strategy?

Jeri Levesque, Ed.D.
Evaluator, LIFT
St. Louis, MO


-----Original Message-----
From: Susan McShane <smcshane at famlit.org>
To: The Family Literacy Discussion List <familyliteracy at nifl.gov>
Sent: Wed, 6 Feb 2008 8:38 am
Subject: [FamilyLiteracy 982] Re: Comprehension monitoring



























Great suggestions! Thank you. And it's
worth repeating that strategy instruction has lots of research support 
with
individuals who have LD. To me that suggests that anyone who, as an 
adult, still
has limited reading comprehension (regardless of whether there's a 
formal
diagnosis) could probably benefit.

 






------------------------------------------------------------




From:
familyliteracy-bounces at nifl.gov 
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of 
Geriteaches22963 at aol.com

Sent: Tuesday, February 05, 2008
7:51 PM

To: familyliteracy at nifl.gov

Subject: [FamilyLiteracy 975]
Comprehension monitoring



 



Comprehension is the sole objective of reading.  In
order to arrive at a level of comprehension, many levels or facets
(intertwined) of reading need to be developed.  Students who have
difficulty comprehending should be informally assessed to determine 
areas less
developed while enhancing listening comprehension opportunities.  Many 
of
the comprehension suggestions discussed in this forum work well for all
students including LD.  I have found gaps, primarily with less developed
vocabulary, so I teach a variety of context clues strategies.  Later,
these strategies aid in monitoring comprehension.





 





For passage comprehension monitoring, one of my favorite
strategies was developed by the University
 of Kansas...Paraphrasing
Strategy, RAP,where students Read a paragraph, Ask what the paragraph 
is about
(main idea) and, Put the main idea and details in their own words.  This
strategy has been researched with adolescents with Learning 
Disablities, and I
have found it successful in my classroom. 





 





Geri Hayden





Virginia Department of Correctional
Education





Special Education Coordinator





 














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