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Enviado por   •  3 de Agosto de 2013  •  1.005 Palabras (5 Páginas)  •  424 Visitas

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vvHOW DOES COMPREHENSION OCCUR

ABSTRACT

comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.” A common definition for teachers might be that comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text. As these different definitions demonstrate, there are many of what it means to comprehend text. This article synthesizes the research on comprehension and makes connections to classroom practice.

TABLE OF CONTENTS

• The context

• How comprehension works

• What every teacher needs to know about comprehension

• Teachers support readers

• Help students build fluency

• Build and activate prior knowledge

• Teach vocabulary words

• Motivate students

• The text

• Teachers support texts

• Teachers create and support a sociocultural context

• The transaction

• Provide explicit instruction of useful comprehension strategies

The context

Comprehension is a complex process that has been understood and explained in a number of ways. The RAND Reading Study Group (2002) stated that comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (Duke (2003: 11).

How comprehension works

Comprehension occurs as a transaction between the reader and the text (Kucer, 2001; Rosenblatt, 1978).

What every teacher needs to know about comprehension

The most important of these characteristics is likely the reader’s world knowledge (Fletcher, 1994).

The more background knowledge a reader has that connects with the text being read, the more likely the reader will be able to make sense of what is being read (Butcher & Kintsch, 2003; Schallert & Martin,2003).

The process of connecting known information to new information takes place through a series of networkable connections known as schema (Anderson & Pearson, 1984; Narvaez, 2002).

Teachers support readers

Help students build fluency

As word reading becomes automatic, students become fluent and can focus on comprehension ( Rasinski, 2003).

Some research indicates that reading aloud by the students is the single most effective way to increase comprehension (Morrow & Gambrell , 2000).

Build and activate prior knowledge

Background knowledge is an important factor for creating meaning and teachers should help students activate prior knowledge before reading so that information connected with concepts or topics in the text is more easily accessible during reading.

( Keene & Zimmermann, 1997; Miller, 2002).

Teach vocabulary words

When teaching vocabulary words, teachers make sure that the selected words are necessary for making meaning with the text students will be reading and that they help students connect the new words to something they already know.

( Blachowicz & Fisher, 2000).

Motivate students

Teachers can motivate students by providing them with interesting texts, allowing them choices in reading and writing, and helping students set authentic purpose for reading.

e.g. generating reports, writing letters, demonstrating some new ability or skill.

( Pressley & Hilden, 2002).

The text

Understanding the reader is one important piece of the comprehension puzzle, but features of the text also influence the transaction where comprehension happens.

The structure of the text—its genre, vocabulary, language, even the specific word choices works to make each text unique. Some would even argue that it is at the word or microstructure level that meaning begins.

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