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Goal Specific Comprehension Strategies

The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.



Module Overview:

There are nine major goals for this module. Upon completion of this module, you should be able to do the following:

  1. Describe the specific techniques involved with helping struggling readers preview reading material.


  2. Explain the different kinds of preview activities.


  3. Discuss the importance of summarizing and discussing content in advance.


  4. Give examples of the different self-questioning approaches.


  5. Understand the importance of the strategic component to any approach with self-questioning and visual imagery.


  6. Describe the specific techniques to use with students to teach them self-questioning and visual imagery strategies.


  7. Discuss the similarities between paraphrasing and summarization.


  8. Give examples of the knowledge and skills required for paraphrasing and summarization.


  9. Explain the importance of explicit teaching of the strategies involved with paraphrasing and summarization.

Content Map: The content map below provides an overview of the subject matter that will be covered within the Academy's Reading Modules.
space Module number zero space
spaceModule spaceOverview of Learning Disabilities and Reading Disabilities
  1. Understanding the Challenge of Reading and Learning Disabilities
  2. Critical Dimensions of Instruction for Teaching Reading to Individuals with Learning Disabilities
  1. Assessing Students' Reading Progress to Inform Instructional Decisions
space Module number one space
spaceModule spaceBeginning Word Reading
  1. The Development of Literacy: As Reading Instruction Begins
  2. Learning about Phonemes
  1. Teaching Phonological Awareness
  2. Beginning Word Reading and Spelling
space Module number two space
spaceModule spaceAdvanced Word Reading and Developing Reading Fluency
  1. Teaching Word Patterns
  2. Conquering Multi-syllabic Words
  1. Developing Reading Fluency
  2. Developing School-wide Reading Fluency Programs
space Module number three space
spaceModule spaceBasic Principles in Reading Comprehension
  1. Good Comprehension Instruction
  2. Language Connections
  1. Strategic Instruction
space Module number four space
spaceModule spaceBuilding Background Knowledge for Reading Comprehension
  1. Constructing World Knowledge Schemata
  2. Vocabulary Development
  1. Concept Development
space Module number five space
spaceModule spaceAnalyzing Text to Enable Comprehension
  1. Understanding Text Structures
  2. Narrative Structure
  1. Expository Structure
space Module number six space
spaceModule spaceGoal Specific Comprehension Strategies
  1. Preview Strategies
  2. Questioning and Visual Imagery Strategies
  1. Paraphrasing and Summarization Strategies

space Module number seven space
spaceModule spacePutting It All Together
  1. Focus on the Reader
  2. Multi-component Strategies
  1. Class- and School-wide Programs for Reading Comprehension

Outline:

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Goal Specific Comprehension Strategies

  1. Preview Strategies
    1. Preview
      1. Examples of how adults use previews
      2. Learning to use previews is a key goal specific comprehension strategy
      3. Handouts

    2. Preview Strategies
      1. Self-questioning involving prior knowledge and prediction
      2. Conducting initial information gathering is called a preview

    3. Purpose and Goals
      1. To introduce specific techniques to use with struggling readers to help them preview reading material
      2. To focus on three preview activities: summarizing and discussing content, activating prior knowledge, and predicting
      3. To discuss fostering student independence in previews

    4. Lesson Questions
      1. What are different ways to approach previewing for reading comprehension?
      2. What specific techniques have been found to be effective in teacher-guided and student-controlled previewing?
      3. What has to be done to promote student independent use of preview strategies?

    5. Previewing Options
      1. Definition and rationale
      2. Kinds of preview activities

    6. Teacher-Guided and Student-Controlled Approaches
      1. Summarizing and discussing content in advance
      2. Activating prior knowledge
      3. Predicting

    7. Fostering Student Independence
      1. Teacher's direct role
      2. Goal is to help students develop habits of activating prior knowledge before or during the reading of texts and using that knowledge to predict content and structure of the material

    8. Review and Preview
      1. Review
      2. Preview


  2. Questioning and Visual Imagery Strategies
    1. Preview
      1. Introduction to self-questioning and visual imagery
      2. Lesson: Self-questioning and visual imagery, tools to assist readers and help them improve their comprehension as they read
      3. Handouts and readings

    2. Questioning and Visual Imagery Strategies
      1. Learning new software
      2. Assistance is needed while the reader is in the act of constructing meaning

    3. Purpose and Goals
      1. To give specific techniques to use with students to teach them self-questioning and visual imagery strategies
      2. To give information about self-questioning and to give examples of self-questioning approaches
      3. To give information about visual imagery and to show how the strategy works
      4. To emphasize the importance of the strategic component to any approach with self-questioning and visual imagery

    4. Lesson Questions
      1. How can self-questioning and visual imagery help students with reading comprehension problems?
      2. What are specific self-questioning and visual imagery approaches?
      3. How can self-questioning and visual imagery be taught to promote strategic use by students?

    5. Self-Questioning
      1. Description and rationale
      2. Teaching self-questioning strategies

    6. Visual Imagery
      1. Readers' use
      2. Teaching approach

    7. Review and Preview
      1. Review
      2. Preview


  3. Paraphrasing and Summarization Strategies
    1. Preview
      1. Planning professional development
      2. Paraphrasing and summarization
      3. Handouts and readings

    2. Paraphrasing and Summarization Strategies
      1. Reva - 6th grade teacher
      2. Ted - speech-language pathologist

    3. Purpose and Goals
      1. To give ideas for teaching students to paraphrase and summarize reading materials successfully
      2. To describe paraphrasing and summarization, noting the similarities between the two processes and the knowledge and skill requirements for their use as strategies
      3. To zero in on work to identify main ideas, a common element in paraphrasing and summarization
      4. To explain the kinds of activities that should be present in a paraphrasing strategy
      5. To show examples of summarization procedures
      6. To emphasize the importance of explicitly teaching these strategies

    4. Lesson Questions
      1. What elements and requirements do paraphrasing and summarization share?
      2. What are specific procedures to use in paraphrasing and summarization approaches?
      3. How can instruction in paraphrasing and summarization promote strategic use by students?

    5. Paraphrasing and Summarization
      1. Definition and requirements
      2. Identifying the main idea

    6. Teaching Approaches
      1. Paraphrasing
      2. Summarization

    7. Review
      1. Similarities between paraphrasing and summarization and the skill requirements for their use as strategies
      2. Working to identify the main idea
      3. Specific approaches to paraphrasing and summarization
      4. Emphasis on the importance of explicitly teaching the strategies



Readings: Schumaker, J. B., Deshler, D. D., Nolan, S. M., & Alley, G. R. (1994). The self-questioning strategy. Lawrence, KS: The University of Kansas.

Schumaker, J. B., Deshler, D. D., Zemitzsch, A., & Warner, M. M. (1993).The visual imagery strategy. Lawrence, KS: The University of Kansas.

Schumaker, J. B., Denton, P. H., & Deshler, D. D. (1984). The paraphrasing strategy. Lawrence, KS: The University of Kansas.

Time Estimates: The amount of time required to complete this module will vary. Some students will have more background on the content of the module and thus may work more rapidly on the activities and assessments. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing all lessons and features, including the readings, will average about six hours per module. There are no qualitative performance expectations attached to the amount of time you devote to completing this module. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.


Navigation: Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level menu by clicking the level titles in the center of the menubar.


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