Chapter 1: Effective reading comprehension practices (PDF)

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ContentsChapter 8 Retell and paraphrasing 107Students use a range of information to retell 107Retell develops an understanding of the type of writing 107Retell develops an understanding of the vocabulary used by the author 108Retell develops an understanding of the sequence of ideas 108Retell develops and supports oral language 109Learning to retell: possible learning goals 109Providing deliberate instruction: retell 111Learning tasks 112Key questions about retell 116Maintenance and small-group practice tasks 117Self and peer assessment of the strategy 117Paraphrasing118Providing deliberate instruction: paraphrasing 118Graphic organisers 120Chapter summary 121Chapter 9Summarisation123Learning to summarise: possible learning goals 124Providing deliberate instruction 126Learning tasks 131Key questions for summarisation 133Maintenance and small-group practice tasks 133Self and peer assessment of the strategy 134Graphic organisers 135Chapter summary 137Chapter 10 Multiple-strategy instruction 139Approach A: Combining three strategies 140Approach B: Combining two strategies 145Combining a range of strategies for comprehension instruction 151Self assessment 152Chapter summary 152[A] References and recommended reading 153[A]Index157
IntroductionSkilled readers are active readers. They draw on and combine theirknowledge of a range of processes, skills and strategies in order tocomprehend text written for a variety of purposes and audiences and usinga range of text structures. They learn to know and explain:• the strategies they use• how they can use these strategies• when to use these strategies• how using strategies will help them develop as active and selfregulatedreaders.Skilled readers know and control cognitive and metacognitive strategies to:• decode unknown words, drawing on their understanding of phonemicawareness, phonics, orthographical and morphological knowledge andstrategies• develop automaticity of the high-frequency words in the English language• develop and use a wide vocabulary, using morphological and contextstrategies to help them work out unknown words• read with fluency and accuracy• develop, use and control a range of processes and strategies to understandand comprehend text at sentence, paragraph and whole-text level.This text, Building comprehension strategies for the primary years,provides explicit support for effective classroom teaching and learning ofthe following comprehension strategies:• making connections to prior knowledge• prediction and re-prediction• visualisation• asking and answering questions• inference• retell and paraphrasing• summarisation.Each strategy is explained in its own chapter, which provides a detaileddefinition of the strategy, suggested learning goals and success criteriafor teaching and learning, examples of approaches to teach the strategy,tasks for teaching and maintaining strategy use and reflective questionsfor learners. The accompanying CD ROM provides blackline mastersand graphic organisers for practice and assessment. The CD symbolindicates material that can be found on the CD ROM.1www.ecpublishing.com.au Review Chapter not for unauthorised reproduction Copyright Alison Davis 2011
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Chapter 1: Effective reading comprehension practices (PDF)

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