Transcript Chapter 14: Narrative Reading

Chapter 14: Narrative
Reading
Teaching Reading Sourcebook
2nd edition
Narrative Reading
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Comprehension instruction typically begins
with narrative text because children
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develop an awareness of narrative text early;
connect narrative text elements to their own lives.
Types of Narrative Text include
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fables, folk tales, fairy tales
fantasies, science fiction
myths, legends, tall tales
plays, poems, short stories, novels
Story Structure
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Recognizing story structure is a prerequisite to
effective strategy use.
Knowing story structure helps students identify what
is relevant for understanding.
Story elements include:
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setting
characters
plot
theme
A story map is a graphic organizer for narrative text
structure.
Strategy Application
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Asking questions
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Answering questions
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Teacher directed questions can encourage
deeper levels of comprehension.
Monitoring Comprehension
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Initially teachers model the types of questions
readers need to ask while reading.
Teachers model thinking aloud self monitoring
questions.
Connecting to World Knowledge
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Teachers guide students to connect to relevant
prior experiences or to other stories.
Strategy Application
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Predicting
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Constructing Mental Images
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Teachers provide explicit teaching to help
students create mental images as they read.
Summarizing
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Teachers guide students to make predictions
based on prior knowledge or story structure.
Narrative text summaries often take the form of
retelling and focus on story elements.
Transactional Strategies
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Emphasize collaborative discussion among
learners.
Research on Transactional
Theories
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Meaning is not found in text alone but is constructed
by reader and text.
Group interpretation is different from that of any
single reader.
Over time, group work helps students internalize the
processes of the group.
Reader Response to Literature: This refers to how
readers form personal responses through discussion
and writing.
Transactional Strategies Instruction TSI: This
emphasizes collaborative discussion, metacognition,
motivation and reader response.
When to Teach, Assess, Intervene
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Comprehension instruction should begin
as soon as students interact with text and
continue through high school.
Students learn comprehension strategies in
tandem with word-level strategies.
Reliable comprehension assessment should
be aligned with instruction and include:
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ongoing assessments of strategy use;
retellings, student think aloud protocols, and other
process-focused measures, which can be used
for diagnosing and remediation.