Reading Comprehension Concepts

Question 1

What is reading comprehension?

Answer 1

How students construct meaning from the printed page

Question 2

What is the primary reading skill?

Answer 2

Comprehension. All other skills are based upon comprehension.

Question 3

What does comprehension include?

Answer 3

Ability to read fluently
Previous reading skills
Prior background knowledge
Ability to use skills like: self-monitoring, and understanding characteristics of specific texts

Question 4

What are the levels of comprehension?

Answer 4

Literal: the answer can be directly found in the text
Inferential: drawing conclusions, inferring cause/effect relationships, making predictions
Evaluative: analyzing character development, explaining point of view

Question 5

How do you teach reading comprehension before reading?

Answer 5

Schema development
Activate, review, and develop background information by: viewing/ discussing relevant videos and pictures, asking questions
Previewing
Use KWL chart

Question 6

What is schema development?

Answer 6

connecting background knowledge to information being read

Question 7

What is previewing?

Answer 7

allowing students to make predictions by looking through the text.

Question 8

How do you teach reading comprehension during reading?

Answer 8

Self monitoring and metacognition
Reflective strategies
Questioning
Provide organizational tools

Question 9

What is metacognition?

Answer 9

One’s own thought processes

Question 10

What are examples of reflective strategies?

Answer 10

Paraphrasing
Skimming
Asking for help
Visualizing

Question 11

What are examples of organizational tools?

Answer 11

Sequencing maps
Concept maps
Venn diagrams

Question 12

How do you teach reading comprehension after reading?

Answer 12

Summarize
Paraphrase
Prompts: somebody, wanted, but, so, then
Drawing conclusions
Making inferences

Question 13

What is an idea?

Answer 13

Schema+Text Evidence

Question 14

What is gradual release of responsibility?

Answer 14

I do
We do
You do

Question 15

Why should you set a purpose for informational texts?

Answer 15

to help understand why and support metacognition

Question 16

What does it mean to preview an informational text?

Answer 16

To predict the central ideas
Table of contents, headings, sub headings, captions, graphic features, glossary, index

Question 17

What does an anticipation guide do with informational texts?

Answer 17

Provides opinion statements and asks to agree to disagree

Question 18

Why is it important to skim informational texts?

Answer 18

to gain a general sense of the contents

Question 19

When should you scan an informational text?

Answer 19

to locate information/ keywords

Question 20

How should reading rate change while reading informational texts?

Answer 20

the reading rate should be decreased

Question 21

What are the different types of text structures in informational texts?

Answer 21

Sequential order: first, second, third
Chronological order: hours, dates
Order of importance: main, key, primary, significant
Spatial order: behind, next, in front of
Cause/Effect: if, then, because, as a result
Problem/Solution: if, then, because, as a result
Claim/Refutation: certainly, one cannot deny
Compare/Contrast: similarly, likewise, as well as

Question 22

What strategies can be used while reading informational texts?

Answer 22

Two column notes (questions on left, answers on right)
I-Chart (to build prior knowledge)
Think-Pair-Share

Question 23

What strategies can be used after reading an informational text?

Answer 23

Summarizing (who, what, when, where, why, how)
Questioning using Bloom’s Taxonomy
Graphic organizers: venn diagram, concept map, sequencing map
Identifying author’s purpose
Identifying tone
Rhetorical analysis (ethos, pathos, logos)
Recognize bias (fact from opinion)
Synthesis

Question 24

What does synthesis mean?

Answer 24

to integrate information from multiple sources to form a cohesive understanding, generate new insights, or develop an argument. Drawing connections between texts encourages critical thinking.

Question 25

What are intervention strategies for informational texts?

Answer 25

Rereading Questions (lower on Bloom's taxonomy) Reference guides (glossaries, charts, annotation checklists, graphic organizers) Chunking the text (jigsaw method) Think aloud modeling Vocabulary support (re-teach challenging words)

Question 26

What is metacognition?

Answer 26

Thinking about one's own thinking. This is essential for active reading.

Question 27

How can you facilitate metacognition and encourage reading a text actively?

Answer 27

Guided questions before, during, after reading Annotations Graphic organizers Making connections to reading (text to text, text to self, text to world) Think alouds (modeling sharing thoughts, students practice in pairs/small groups)

Question 28

What are some activities used to assess comprehension?

Answer 28

Retelling/Drawing a picture Responding to guided questions Identifying key elements (like main idea) Writing an analysis essay Completing projects that require analysis

Question 29

What are the levels of reading comprehension?

Answer 29

Literal level: basic questions Inferential level: inferring meaning from text Evaluative level: evaluating or analyzing text

Question 30

What are criterion-referenced assessments?

Answer 30

Measure performance against specific learning strategies or criteria Determine if student has mastered reading comprehension skills Use to determine skills/concepts to focus on during whole group, small group or individual instruction

Question 31

What are norm-references assessments?

Answer 31

Compare performance to a norm group (typically same age or grade level) Compares performance relative to peers Used for diagnostic or placement purposes Used to create reading groups, share progress, and identify students that need support

Question 32

What is the question-answer relationship (QAR) strategy designed to do?

Answer 32

it is designed to help students identify key information after reading

Question 33

What does question-answer relationship (QAR) help determine?

Answer 33

it helps determine of the answer to the question will be explicit, directly stated in the text, or implicit (implied by text)

Question 34

What are the 4 types of question-answer relationship (QAR) questions?

Answer 34

Right there-explicit, word for word Think and search-explicit but may require additional thought or searching Author and you-implicit, can be found by activating prior knowledge and making connections On my own- the answer is not necessarily based on the text

Question 35

Why does active listening matter?

Answer 35

Develops phonemic awareness Expands vocabulary Builds background knowledge/schema Practice comprehension strategies

Question 36

What are strategies for active listening?

Answer 36

Active listening read alouds Choral reading with active participation Audiobooks and active listening Active listening in class discussions

Question 37

How do you actively teach active listening?

Answer 37

Modeling Sentence stems Direct instruction Classroom layout

Question 38

What are activities that help with active listening?

Answer 38

Acting out Partnering up and taking turns speaking or reading aloud and summarizing Listening for a specific purpose