COMPREHENSION
"Comprehension is an active, constructive process in which the ultimate understanding of the text is determined by a combination of what is stated directly in the text and the readers preexisting knowledge related to the topic of the text". -ISA
Interactive Strategies Approach defines Comprehension as an instructional goal by, " help(ing) children to develop the knowledge upon which comprehension depends and to become self-regulated learners who are motivated to understand the texts they read and hear and who, therefore, notice when things are not making sense to them and take action to resolve the confusion that arises" (276).
Interactive Strategies Approach defines Comprehension as an instructional goal by, " help(ing) children to develop the knowledge upon which comprehension depends and to become self-regulated learners who are motivated to understand the texts they read and hear and who, therefore, notice when things are not making sense to them and take action to resolve the confusion that arises" (276).
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Comprehension instruction not only helps a student comprehend a particular text, but also helps a student develop ways of thinking and responding to text that will enhance future comprehension of text.
Active and engaged readers integrate information stated in the text with their own knowledge to fill in the gaps left by the author and go beyond what is explicitly stated in the text. Active and engaged readers sometimes reread to clarify. To explain how one's thinking changes when reading, watch the slideshow to the left. After each slide, stop and think. How did you adjust your thinking while reading? How did new information change meaning? Active and engaged readers:
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LEVELS OF COMPREHENSION
There are different levels of comprehension that readers may engage within while reading a text.
- literal comprehension: ability to understand what is directly stated in the text
- inferential/ interpretive comprehension: ability to make inferences that connect what is directly stated in the text and information that is already known "filling in the gaps"
- critical/applied comprehension: ability to evaluate the content of the text
ROLES OF BACKGROUND KNOWLEDGE
As stated above, active and engaged readers integrate information with their own knowledge. The amount of background knowledge a reader has, significantly influences their comprehension.
"When a reader listens to or reads a text, a complex interaction takes place between what the individual already knows and what is presented in the text. Thus, differences between individuals in the amount of text-relevant knowledge they bring to a reading task will have a substantial influence on their ability to make the required inferences and to comprehend the text" (ISA pg. 279).
**Interactive Strategies Approach-Role of Background Knowledge example (pg. 281)**
When planning to read a particular book, it is therefore important to consider the level of background knowledge needed. It is also important to take into consideration the students socioeconomic status.
"Children who begin school knowing the least are at a particular disadvantage and are, essentially, being asked to learn much more than their more advantaged peers (because they have to learn what their peers already know plus what their peers are learning). Without additional instruction attention and support for this level of knowledge development, it seems likely that many economically disadvantaged children would be unable to complete this daunting task" (ISA 283).
Development of knowledge to facilitate comprehension can happen in various ways in the classroom. ISA includes several (but not conclusive) ways to facilitate the growth of knowledge:
"When a reader listens to or reads a text, a complex interaction takes place between what the individual already knows and what is presented in the text. Thus, differences between individuals in the amount of text-relevant knowledge they bring to a reading task will have a substantial influence on their ability to make the required inferences and to comprehend the text" (ISA pg. 279).
**Interactive Strategies Approach-Role of Background Knowledge example (pg. 281)**
When planning to read a particular book, it is therefore important to consider the level of background knowledge needed. It is also important to take into consideration the students socioeconomic status.
"Children who begin school knowing the least are at a particular disadvantage and are, essentially, being asked to learn much more than their more advantaged peers (because they have to learn what their peers already know plus what their peers are learning). Without additional instruction attention and support for this level of knowledge development, it seems likely that many economically disadvantaged children would be unable to complete this daunting task" (ISA 283).
Development of knowledge to facilitate comprehension can happen in various ways in the classroom. ISA includes several (but not conclusive) ways to facilitate the growth of knowledge:
- technology and websites
- thematically based units
- engaging goal oriented instruction
- teacher modeling and think alouds
- teacher engagement all day (whole group, small group, one:one)
- play that supports learning
- developing motivation and self-esteem
TYPES OF KNOWLEDGE
- General Knowledge: a student's background or prior knowledge (includes all types of knowledge listed below)
- Topic-Specific Knowledge: knowledge of topics within a specific text
- Schematic Knowledge: knowledge that is structure and organized. An individuals 'schema' affects how information is interpreted, perceived, organized and stored
- Genre Knowledge: specific schematic knowledge that includes understanding the characteristics of different categories of text, understanding the expectations of different genres (text structure)