Students are likely to increase their retention of information when they interact actively with their reading by jotting comments in the margin of the text.
Type: Core Instruction and/or Student Strategy
Procedure:
Using photocopies [Google docs, post-it notes, etc.) the student is taught to engage in an ongoing 'conversation' with the writer by recording a running series of brief comments in the margins of the text. The student may write annotations to record opinions about points raised by the writer, questions triggered by the reading, or unknown vocabulary words.
Source: http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citation: Harris, J. (1990). Text annotation and underlining as metacognitive strategies to improve comprehension and retention of expository text. Paper presented at the Annual Meeting of the National Reading Conference (Miami).
Showing posts with label Reading. Show all posts
Showing posts with label Reading. Show all posts
Linking Pronouns to Antecedents
Some readers lose the connection between pronouns and the nouns that they refer to (known as ‘antecedents’)—especially when reading challenging text.
Type: Student Strategy
Procedure:
The student is encouraged to circle pronouns in the reading, to explicitly identify each pronoun’s antecedent, and (optionally) to write next to the pronoun the name of its antecedent.
For example, the student may add the antecedent to a pronoun in this sentence from a biology text: “The Cambrian Period is the first geological age that has large numbers of multi-celled organisms associated with it (Cambrian Period).”
Research Citation: Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556–565.
Promoting Understanding & Building Endurance through Reading-Reflection Pauses
Type: Student Strategy
Procedure:
The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each paragraph). At the end of each interval, the student pauses briefly to recall the main points of the reading. If the student has questions or is uncertain about the content, the student rereads part or all of the section just read.
This strategy is useful both for students who need to monitor their understanding as well as those who benefit from brief breaks when engaging in intensive reading as a means to build up endurance as attentive readers.
Source: http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citation: Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556–565.
Procedure:
The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each paragraph). At the end of each interval, the student pauses briefly to recall the main points of the reading. If the student has questions or is uncertain about the content, the student rereads part or all of the section just read.
This strategy is useful both for students who need to monitor their understanding as well as those who benefit from brief breaks when engaging in intensive reading as a means to build up endurance as attentive readers.
Source: http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citation: Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556–565.
Labels:
details,
endurance,
main idea,
nonfiction,
Reading,
reading comprehension,
recall,
student strategy
Developing a Bank of Multiple Passages to Present Challenging Concepts
Type: Accommodation
Procedure:
The teacher notes which course concepts, cognitive strategies, or other information will likely present the greatest challenge to students. For these ‘challenge’ topics, the teacher selects alternative readings that present the same general information and review the same key vocabulary as the course text but that are more accessible to struggling readers (e.g., with selections written at an easier reading level or that use graphics to visually illustrate concepts).
These alternative selections are organized into a bank. Students are encouraged to engage in wide reading by choosing selections from the bank as a means to better understand difficult material.
Source: http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citations: Hedin & Conderman, 2010; Kamil et al., 2008; Texas Reading Initiative, 2002
Resources to help with this procedure:
www.newsela.com
www.commonlit.org
Procedure:
The teacher notes which course concepts, cognitive strategies, or other information will likely present the greatest challenge to students. For these ‘challenge’ topics, the teacher selects alternative readings that present the same general information and review the same key vocabulary as the course text but that are more accessible to struggling readers (e.g., with selections written at an easier reading level or that use graphics to visually illustrate concepts).
These alternative selections are organized into a bank. Students are encouraged to engage in wide reading by choosing selections from the bank as a means to better understand difficult material.
Source: http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citations: Hedin & Conderman, 2010; Kamil et al., 2008; Texas Reading Initiative, 2002
Resources to help with this procedure:
www.newsela.com
www.commonlit.org
Providing Main Idea Practice through ‘Partner Retell’
Type: Core Instruction
Procedure:
Students in a group or class are assigned a text selection to read silently. Students are then paired off, with one student assigned the role of ‘reteller’ and the other appointed as ‘listener’. The reteller recounts the main idea to the listener, who can comment or ask questions.
The teacher then states the main idea to the class. Next, the reteller locates two key details from the reading that support the main idea and shares these with the listener.
At the end of the activity, the teacher does a spot check by randomly calling on one or more students in the listener role and asking them to recap what information was shared by the reteller.
Source:
http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citations: Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly, 20, 203-218.
Procedure:
Students in a group or class are assigned a text selection to read silently. Students are then paired off, with one student assigned the role of ‘reteller’ and the other appointed as ‘listener’. The reteller recounts the main idea to the listener, who can comment or ask questions.
The teacher then states the main idea to the class. Next, the reteller locates two key details from the reading that support the main idea and shares these with the listener.
At the end of the activity, the teacher does a spot check by randomly calling on one or more students in the listener role and asking them to recap what information was shared by the reteller.
Source:
http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-fix-skills-classroom-toolkit
Research Citations: Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly, 20, 203-218.
Verbal Prompt to Establish Purpose
To boost student comprehension of a passage, use a verbal prompt before the reading.
Type: Core Instruction
Procedure:
Before the student begins reading a story or informational-text passage, the teacher says: "Read this story/passage out loud. Try to remember as much as you can about the story/passage. Then I will have you retell the main points of the story/passage” or “After you finish reading, I want you to be able to answer this question...” The idea is to give the student a purpose for reading.
If the student needs a reminder during the reading, the teacher says: "Work on remembering as much of the reading as you can."
At the end of the reading, the student is told to recount the main points of the passage or answer the question.
Research Citations: O'Shea, L. J., Sindelar, P. T., & O'Shea, D. J. (1985). The effects of repeated reading and attentional cues on reading fluency and comprehension. Journal of Literacy Research, 17(2), 129-142.
Text Enhancements
Text enhancements can be used to tag important vocabulary terms, key ideas, or other reading content.
Type: Core Instruction and/or Student Strategy
Procedure:
If working with photocopied material, the student can use a highlighter to note key ideas or vocabulary. Another enhancement strategy is the ‘lasso and rope’ technique—using a pen or pencil to circle a vocabulary term and then drawing a line that connects that term to its underlined definition.
If working from a textbook, the student can cut sticky notes into strips. These strips can be inserted in the book as pointers to text of interest. They can also be used as temporary labels—e.g., for writing a vocabulary term and its definition.
Research Citations: Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556–565.
Retain Text Information with Self-Questiong from Text Titles
To better retain information from textbooks and other informational text, the student is taught to use a four-step self-questioning strategy and related 'fix-up' skills during independent reading.
Type: Core Instruction and/or Student Strategy
Procedure:
SELF-QUESTIONING STRATEGY: The teacher creates a strategy sheet as a student resource for this intervention. The sheet contains several simple steps in checklist format that the student applies to independent reading of an informational passage:
(1) Preview the titles and sub-titles in the passage;
(2) Rewrite each title as a question: e.g., The title "Causes of the American Civil War" might convert to the question "What were the main causes of the Civil War?";
(3) Read the passage;
(4) Review the self-generated questions and--based on the reading--attempt to answer them.
FIX-UP STRATEGIES: The strategy sheet also directs the student to apply simple fix-up strategies if unable to answer a self-generated question:
1) Re-read that section of the passage;
(2) Verify that you know all vocabulary terms in the passage--and look up the meaning of any unknown words;
(3) examine the passage for other 'text structures' such as tables, graphs, maps, or captioned pictures that may help to answer the question;
4) write down remaining unanswered questions to review with the teacher or tutor. To monitor use of this strategy, the teacher may direct the student to write down self-generated questions from reading assignments for the teacher's review.
Research Citations: Berkeley, S., Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Improving student comprehension of social studies text: A self-questioning strategy for inclusive middle school classes. Remedial and Special Education 32, 105-113.
Restructuring Paragraphs to Put Main Idea First
This intervention draws attention to the main-idea sentence during independent reading.
Type: Student Strategy
Procedure:
The student highlights or creates a main idea sentence for each paragraph in the assigned reading. When rereading each paragraph of the selection, the student:
(1) reads the main idea sentence or student-generated ‘gist’ sentence first (irrespective of where that sentence actually falls in the paragraph);
(2) reads the remainder of the paragraph, and
(3) reflects on how the main idea relates to the paragraph content.
Research Citations: Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), 556–565.
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