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I Read It, But I Don’t Get It
“Some kids are born good readers and some kids aren’t. I’ve always been a bad reader and I always will
be. It’s too late for me.”
By: Melissa Antonelli and Jaclyn Clark
Comprehension Strategies for Adolescent Readers
Part 1: Setting the Stage FAKE READING
“I faked comprehension for years. I knew it would eventually catch up with me. But I didn’t know what to do. I thought I was just born a bad reader.”
• Cris Tovani Author– Influenced by Ken
Goodman and Frank Smith-- Involved in PEBC
Writter’s on Mosaic of Thought
“What do you do if you read every page but still have no idea what the book is about”
• Fake Reading– Establishing Expectation
• Cheating on book reports!
– Disarming the Defenses• “Struggling readers are
embarrassed”• Form used to bring out
literacy
• Realities of reading– Teacher are busy!– Resistive Readers (Lisa)– Word Callers (Mike)– Meaning from print8 out of 22 high school students can read the science textbook
Part 2: In Support of Strategic ReadingPurpose for Reading Access Tools
• Reader’s Purpose Affects Everything – Thinking aloud: making
sense of the text• Planning for think alouds
– Select a short piece of the text
– Foresee difficulties– Read and share thinking
telling students what you are doing
– Point out trigger words– Marking Text: teach codes
and have students practice– Double Entry Journals
Part 2: In support of Strategic Reading Continued
• Comprehension Constructors– Background knowledge– Read text– Write down questions while
reading– Write a response to text– Find answers to questions in
text• Modeling
– Share real world reasons for reading
– Monitor your own reading
Strategic ReadingTracking Confusion to its SourceWorld Monitoring: recognizing confusion– Voices while reading: reciting text,
talking to text– Camera playing – Catch wandering mind– Ability to retell– Clarify Literal Questions– Keep track of characters
• Listening to author• Hearing
– Reciting voice– Conversation voice– Interacting voice– Distracting voice
• Isolate Confusion and look for confusion signals
Fix It!• Strategies to start
– Connections: text to text, text to self, text to world
– Prediction– Stop and think about reading– Ask a question– Write about reading– Visualize – Print Conventions– Retell– Patterns in text structure– Adjust reading pace
“Algebra? This is chemistry! What do I need algebra for?”
• Connecting the new to the known– Importance of interrelated knowledge
(academic reading overlaps) – Differentiate between personal
knowledge and experience• Relate to readers• Visualize• Avoid boredom• Pay attention• Listen to others• Read actively
– Connection repairs connection• What Do You Wonder?
– Teach students how to ask questions about text
• Outlandish Responses: Taking the Inferences Too Far
– Not all responses to reading are correct
– Inference – Practice continually,– Personal stamp on text
• What’s the Plan?– One strategy doesn’t
work all the time– Strategies take time to
teach
Part 3: Access Tools
• Double Entry Diaries
• Comprehension Strategies
• Coding Sheets
Opinions• Opinion
– Great real life examples of how reading strategies are applied
– Strategies need to be modeled, repeated, and practiced
– These strategies are applicable to all readers
– Modeling must start with practice on the teacher’s part
– Confused readers must have ongoing help with strategies and guidance if original strategy doesn’t work
– Reading is interactive not passive
• Opinion Justified– Page 102: Story illustrates
inference with hippos and implication that one hippo is scared of a movie from his actions only
– Page 102 Practice, practice, practice
– Page 24 purpose is everything– Page 42 Listening to author’s
words
Citation
Tovani, C. (2000). I Read It, But I Don't Get It. Portland, Maine: Stenhouse Publishers.