Rethinking Reading
Comprehension and Instruction
Dr. Frank Serafini
University of
Nevada, Las Vegas
serafini@unlv.nevada.edu
Research Shows... The
quality of the Classroom Teacher not the Instructional Program is the primary
variable in determining the effectiveness of a comprehensive reading framework.
Research Shows... No
Significant Changes in Instructional Practices will occur until a Parallel
Development in Theoretical Understandings takes place.
Experience Shows... There has been a shift from Professional Development, which focuses on expanding teachers' knowledge, theories of reading and teaching abilities, to Training, which focuses on the correct application of someone else's ideas and practices.
Concepts & Practices to Re-Think
Definitions of Reading & Comprehension
The Goals of the Reading Workshop
The Expectations We Construct for Readers
The Role of the Literacy Educator
Response "Activities"
Reading Assessment & Evaluation
What We Demonstrate to Our Students
What is Reading and Comprehension?
Reading as Decoding
Reading as Literal Recall
Reading as Getting Meaning From Text
Reading as Constructing Meaning in Transactions with Text
Reading as Constructing Meaning in Transactions with Text in
a Social Context
Rethinking Our Goals for the Reading Workshop
Change the Way We Think and Talk about
Texts and Literature
Expand What it Means to Comprehend
Provide Opportunities for Readers to Generate, Articulate,
Negotiate, and Reconsider Meanings
Four Resource Model
(Luke & Freebody)
Code Breakers
Meaning Makers
Text Users
Text Analysts
Readers that...
Find a Place for Reading in Their Lives
Enjoy Reading & Its Challenges
Utilize a Variety of Reading Strategies to Make Sense of
Texts
Are Able to Make Informed Selections
Are Emotionally Invested in Literature
Read a Wide Variety of Texts
Understand that Images and Texts May Possess Meanings Beyond
What is Represented
Understand Texts are Social Artifacts
Rethinking the Role of the Literacy Educator
Literacy Promoter
Joyfully Literate Human Being
Reader & Life-Long Learner
Advocate for Children
Literary Docent
Literary Docents
Provide Techniques for Interpreting Literature, not
just their Interpretations
Challenge, as well as Support Readers
Study / Know Literature
Facilitate Discussions and Inquiry
Provide Opportunities for Engagement with Literature
Responding to Literature
Talk About Texts
Read Another Connected Text
Make Suggestions for Other Readers
Sketch Ideas About Texts
Research a Related Topic of Interest
Question the Text / Ideas
Re-Read Text
Reflect in Writing
Write to the Author / Illustrator
Use Ideas for Own Writing
Responding to Literature in Classrooms
Talk
Literature Study Groups
Class Discussions
Not-So-Silent Reading
Book Share Circles
Read
Connected texts
Re-Read
Question the Text
Writing
Reader Response Logs
Inquiry Projects
Book Reviews
Write to Author
Ideas for Own Writing
Authors as Mentors
Art / Drama
Reader's Theater
Interpretive Drawings - Sketches
Criteria for Response Activities
Relationship to Literature: What is the connection between
the activity and the piece of literature?
Extension: Does the activity become an end in itself?
Locus of Control: Do students have any choice in the
activity?
Relevance: Does this activity remind you of anything that occurs in the 'real' world?
Curricular Connection: Does this activity build upon
previous experiences and lead to any literacy experiences in the future?
Critical Dispositions ...or
Before Comprehension Instruction Begins
Readers understand that reading
is a process of making meaning with texts.
Readers assume responsibility
for understanding what they are reading.
Readers develop an awareness of
their thinking when reading.
Readers are willing to recognize
and acknowledge confusion.
Readers apply comprehension
strategies when meaning breaks down.
Rethinking Reading Assessment 'Efficient' Assessments
Teacher Observation
Reader Response Logs
Oral Reading Analyses
Think Aloud Protocols
Literacy Conferences
Reflection Logs
Things We DonÕt Want to Unintentionally Demonstrate
There is only one right interpretation of a text and only the teacher or 'Cliff' knows what that is.
Reading is the ability to stand up on demand and pronounce
every word in a text correctly.
Reading poetry and literature is difficult for most
students.
Students cannot be trusted to choose appropriate books for
independent reading.
What we do after the reading is done is more important than
the reading itself.
Teachers ask all the questions, students answer them.
Readers need to finish every book they start reading.
You read for enjoyment at home, you read what teachers want
at school.
If you struggle with reading when you are young, you will
always struggle with reading.
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