Chapter 3 – Comprehension – Reading Log

Ability to construct and use the meaning of a text
Dimension of comprehension concerned with skills, strategies and background knowledge of the reader
Dimension of comprehension concerned with the structure and properties of prose and how they interact with students ability for constructing and using meaning
Dimension of comprehension concerned with engagement, identity, agency and goals
Dimension of comprehension which regards meaning and using meaning as an interpersonal process
Content Statement
Statement illuminating course information
Process Statement
Statement explaining which cognitive strategy was used to illuminate course information
An understanding of a text in which an individual is able to create or generate their own learning prompts, questions and demonstrations
Three Listed Levels of Text Understanding
“Right there”, “Author and Me”, and “On My Own”
Process Guide
Strategy listed for how to read a text and specific information to watch for
Considerate Texts
Texts which adequately and seamlessly add or integrate newly introduced information with previously cited information
Connecting Words
Pointer words and phrases which help in adding or integrating newly introduced information with previously cited information
Text Mapping
Exercise of noting and marking a texts features and organization
A strategy for systematically and visually arranging information
Self completed survey of interests, personal insights, feelings, likes/dislikes of students. Eg. Pappageorge’s “Top Ten List”
Reciprocal Teaching
A meaning-making strategy in which teacher and students take turns generating questions and summaries and leading a class discussion
Examples of Class Discussion
Turn-to-Your-Neighbor-and-Discuss, Think-Pair-Square-Share, Round Robin, Inside-Outside Circles, Value lines, Fishbowl Discussions