Comprehension [Grades K-12]

Оглавление

Douglas Fisher. Comprehension [Grades K-12]

What Your Colleagues Are Saying . .

comprehension

Contents

Pages

List of Videos. Introduction

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Acknowledgments

Introduction

The Skill of Reading Comprehension

The Will of Comprehension Instruction

The Thrill of Comprehension

Why This Book

1 The Point of Comprehension Is Not Comprehension

But What Is Reading?

Teaching Students to Comprehend

Skilled Readers or Strategic Readers

Constrained and Unconstrained Skills

Is Comprehension Enough?

Descriptions of Images and Figures

2 Skill in Reading Comprehension

Skill in Reading Comprehension

Background Knowledge in Reading

Knowledge Must Be Organized

Knowledge Must Be Conditionalized

Knowledge Must Be Transferred

The Sounds of Language

Sound-Level Instruction

Word-Level Instruction

Syllable-Level Instruction

Rhyme-Level Instruction

Phonics: Sound and Print

Phonics Instruction

Types of Phonics Instruction

Fluency in Reading

Reading Fluency Instruction

Measuring Fluency

Vocabulary in Reading

Direct and Intentional Vocabulary Instruction

Teaching Word Solving

Four Principles for Vocabulary Instruction

The Importance of Routines

Ongoing Review

Responding Directly When Confusions Are in Evidence

Fostering Universal Participation and Accountability

Comprehension Strategy Instruction

Inferring

Summarizing and Synthesizing

Monitoring

Conclusion

Descriptions of Images and Figures

3 Will in Reading Comprehension

Will in Reading Comprehension

Dispositions That Underpin Learning

Resilience: Emotional Strength

Resourcefulness: Cognitive Capacity

Reflection: Strategic Awareness

Relating: Social Sophistication

Creating the Classroom Conditions for Will to Flourish

Teaching Practices to Build Choice in Your Classroom

Teaching Practices to Build Relevance in Your Classroom

Conclusion

Descriptions of Images and Figures

4 Thrill in Reading Comprehension

Thrill in Reading Comprehension

The Right and the Responsibility of Criticism

Fostering Deep Comprehension With Critique

Reading Through a Critical Literacy Lens

Question the Commonplace in a Text

Questioning Female Gender Roles

Questioning Male Gender Roles

Questioning Power and Class

Consider the Role of the Author

Questioning the Author of a Work of Fiction

Questioning the Author of Informational Texts

Seek Alternative Perspectives

Goal Setting Through Student-Generated Questions

Fostering Creative Thinking

Think-Outside-the-Box Questions

Taking Action

Taking Accurate and Ethical Action

Conclusion

Descriptions of Images and Figures

5 Tools for Reading Comprehension Instruction

Texts as Tools for Fostering Comprehension

Text Readability and Text Complexity

Text Readability: The Quantitative Measures

Text Complexity

Qualitative Characteristics of the Text

Levels of Meaning and Purpose

Structure

Language Convention and Clarity

Knowledge Demands

The Special Case of Digital Texts

Texts in Primary Grades

Making Decisions About Text

Tasks as Tools for Fostering Comprehension

Direct and Dialogic Instruction

Direct Instruction

Dialogic Instruction

An Instructional Framework That Works

Focused Instruction

Guided Instruction

Collaborative Learning

Independent Learning

Conclusion

Descriptions of Images and Figures

References

Index

Отрывок из книги

Fisher, Frey, and Law take components of effective reading instruction—skills, engagement, relevance—and show teachers how to focus their work in a meaningful way. Plenty of rich, classroom examples from all grade levels illustrate that this work is for everyone!

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Before we leave this comparison of skilled versus strategic reading, we would like to return to Afflerbach et al. (2008) one more time. They remind us that comprehension is much more complex than the cognitive skills that we have named thus far. As they note, “The progression from effortful and deliberate to automatic use of specific actions while reading occurs at many levels—decoding, fluency, comprehension, and critical reading” (p. 368). This is an important reminder and one that is often forgotten in conversations about comprehension. Each of those literacy processes is important if readers are going to understand what they read. As we will explore more fully in the next chapter, students must reach automaticity with each of those component parts. As readers develop automaticity with one aspect of reading, they free up working memory to focus on something else.

Building on the work of LaBerge and Samuels (1964), Bloom (1986) explained automaticity as the brain developing its ability to “perform a skill unconsciously with speed and accuracy while consciously carrying on other brain functions” (cited in Wolfe, 2001, p. 102). This is why developing automaticity with decoding and word recognition is so essential to comprehension. Automaticity allows the reader to focus attention on the meaning rather than the process for acquiring the meaning.

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