Reading Response #5, March 20, Matthew Hallahan

Chapter 7 Reading to Learn using a Traditional Outline
(sorry, The web log woudnt record my indentations!)

I)Constructing Meaning with text
A) Processing meaning of words and phrases within the text
B) Processing meaning within a personal larger preexisting knowledge base
II) Helping students Comprehend
A) Comprehension Influences
1)text
2)prior knowledge
3)reader's strategies
4)goals, interests of reader
B) Strategies for comprehension
1)Comprehension monitoring
2)Cooperative Learning
3)Graphic organizers
4)Question answering
5)Question generating
6)Story text structure
7) Summarization
8)Guided oral reading
9)Independent silent reading
C) Comprehension strategies should be modelled and used systematically
D) Fluency is a precondition
III) Questions and Questioning
A) When to Ask
1) Before reading helps students focus
2) After Reading improves understanding
3) Interspersing questions can divide a difficult or long reading into manageable chunks
B) What to Ask
1) Questions that require high-level abstraction produce more learning
2) Questions are more effective if planned in advance
3) Textually explicit, textually implicit, scriptually implicit
C) How to Ask
1) Questioning the Author
a) message
b) clarity
c) point of view
d) information included/ excluded
2)ReQuest: Reciprocal Questioning
a) Students act as teacher and ask questions
b) Teacher answers, models good answers
c) Teacher resumes the role of teacher
d) ask the students more higher order questions, models good questions
3) Self-questioning
a) before reading
b) during reading
c) after reading
IV) Comprehension guides
A) 3 level guides. students can monitor their level
1) literal level
2) interpretive level
3) applied level
B) Selective reading guide focuses on certain important information
C) Interactive Reading Guide guides group discussion
V) Sensing and Responding to Text Structure
A) Think Alongs (modeling)
B) Graphic representations
C) Organizational Quide
D) Story Maps