EDEX 424

Relationship between Text Structure and Comprehension

Increases Comprehension

Supports explicit connections between 

Helps students find the information they need

Types of expository text structure

Text Books 

Novels

Non-Fiction

Journals/Magazines

etc.

Clues that point to text structure

Expository 

       Informal

       Persuasive

Technical 

       Directions

       Instructional Manuals

 

Why is expository text structure more challenging?

Lack of voice

More abstract

Logical-casual relationship of events

Structures more complicated and varied

Less predictable

What is the function of anticipatory events?

Gain Attention 

Increase Motivation 

Stimulate Background Knowledge

Create Context for learning

Thought provoking questions

Intended to assist in organization 

Appeal emotional channels of learning

 

Quick Writes as anticipatory events

English class

Introduction of new reading

tap into background knowledge 

initiate reading-writing conection 

multicultural 

good literature 

personal connection 

 

How vocabulary supports comprehension

Predictor of success 

Concept vocabulary vs. label vocabulary

Concept- “utopia”

Label- “tunic”

General Vocabulary 

Everyday language. 

ex: pesky, bothersome, vexing

Specialized Vocabulary 

Flexible, transporable across curricular disciplines 

Multiple meanings in different content areas 

ex: loom, head, brush

Technical Vocabulary 

Specific to one field of study 

ex: concerto, meiosis

 

Importance of personal connections to vocabulary 

 

I really don’t know

“Said is Dead”

Expanding vocabulary 

thinking of different words for said

Word Analysis

Root words (morphemes)

Prefixes 

Suffixes

 

Principles of effective vocabulary instruction and development (how do you teach vocabulary?) 

Actively involved 

Make personal Connections

be immersed in vocab 

consolidate meaning through multiple information sources

 

 

 

Scaffolding Strategy Instruction 

 

 

1. Background Knowledge 

2. Model 

3. Collaborative Practice

4. Guided Practice

5. Independent Practice 

Shades of Meaning

fear

dread 

terror

panic 

phobia

Semantic Feature Analysis

categorizing terms by characteristics 

assists in assigning characteristics or features in a grid pattern 

Vocabulary Cards

Serves several uses 

Quiz me cards

Meaningful Repetition 

Student must find people to quiz him/her

5 Step Summarization

1. Delete trivial info

2. Delete redundant info

3. Substitute superordinate terms for a list of terms or actions

4. Select topic sentence 

5. Invent topic sentence


4. 

4. 

Higher Order Questions

analysis 

synthesis 

evaluation

rather than 

knowledge 

comprehension 

application 

Thought provoking questions

Think about the level of cognitive engagement 

QUILT framework 

       questions 

       understand 

       improve 

       learn

       think 

How does the ReQuest Strategy build background knowledge?

Discussions 

designed first for one to one instruction 

group activity

Apply a QAR  strategy to a simple reading passag

Right there “when was the declaration signed?”

think and search “What are notable accomplishments of                           jefferson?”

author and you “What influence did participation in the                          development of the declaration have on                        the signers?”

on your own       “If you were in a delegate of the second                          continental congress would you sign?”

model different levels

 

 

Making brainstorming more effective 

 

present stimulus 

ask student to list what they can associate 

record associations on the board, connect while writing

categorize associates

clarify ideas

discuss category titles

 

Story maps – how might they apply to history? 

Recall important concepts pertinent to historical period

reproduce structure that reflects info 

integrate targeted vocab
 

generalization and maintence 

use strategy elsewhere 

Maintain skill 

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