Transcript Using Picture Books to Teach Adolescents Reading Strategies

Using Picture Books to
Teach Adolescents
Reading Strategies
Why teach comprehension?
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Researchers Linda Fielding and P. David Pearson (1994)
recently described the shift in our thinking about
comprehension:Once thought of as the natural result of
decoding, plus oral language, comprehension is now
viewed as a much more complex process involving
knowledge, experience, thinking, and teaching.
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It is important to teach readers to think when they read, to
develop an awareness of their thinking, and to use
strategies that help them comprehend.
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Comprehension is the key component in reading.
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Children need to know how to make connections, ask
questions, visualize, infer, extract important ideas, and
synthesize important information if they are to become
fluent readers.
Reading Strategies
Prediction
*actively making predictions based on
titles, pictures, and text
Asking Questions
*actively asking questions of themselves,
authors, or text before, during, and after
reading
*generating possible answers to the
questions
*keeps readers engaged
*helps readers clarify understanding and
make meaning
Making Connections
*actively making connections to self, to
other texts, and to the world
*readers comprehend better when they
think about the connections between the
text, their lives and the larger world
Making Inferences
*actively draw inferences before, during,
and after reading
*readers find clues from the text to help
them think ahead, make a judgment, or
predict what is to come
Why is it important to teach
reading strategies?
 Students
need to see teachers
modeling reading strategies.
 Teachers need to show students
how to be active readers.
 Comprehension increases when
students are actively engaged
before, during, and after reading.
What is the best way to teach
reading strategies?
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Teacher repeatedly
models own use of
strategy
Show students their
thinking when they are
reading
Discuss how strategy helps
readers make meaning
Make connections
between the new strategy
and what the reader
already knows
Gradually release
responsibility for the use of
the strategy to the
students
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Build in large amounts of
time for actual text
reading by the students
Provide opportunities for
guided practice
Show students how the
strategy applies to other
texts, genres, formats,
disciplines, and contexts
Help students to use
strategies together
Observe and talk with
students about their
learning
What does effective strategy
instruction look like?

Lesson
 Direct instruction
 Teacher models the strategy for the
students.
 Guided practice
 Teacher and students practice the
strategy in small or large groups.
 Independent practice
 Students practice the strategy
independently.
Why should I use picture books
to teach comprehension
strategies?

Effective way to explicitly teach reading
comprehension strategies
 Gives everyone in the room a common literacy
experience
 Can be read quickly and easily reread to clarify
confusion and construct better meaning
 Great for for modeling, guided practice, and
independent practice
 Vivid language and illustrations
 Wide range of themes, issues, words, and ideas that
reach out to different learning styles, ages, reading
levels, or prior experiences
 Great for reluctant readers, low ability readers, and
ESL readers