CHAPTER 13 READING TO

LEARN

Comprehension guides
 Table of Contents
Student learning
Reading comprehension
Three level guide
Selective reading guide
Interactive guide
How to teach
 Student learning
Learning implies more than just rote mastery of facts, formulas, and
“who did what and when”; it also means thinking about and using
that information. Rather than seeing a particular text as having a
single meaning that all successful readers must apprehend, it is
more accurate to think of a text as representing a range of potential
meanings.
How can students learn when they seem to lack the necessary
background and skills? There is no easy solution but teachers can
use several strategies such as study/reading guides to help.
Reading comprehension
Reading is one of the most complex tasks we
undertake. In order to read, we must translate
visual symbols into words, and words into
meaning.
One of the neurodevelopment components of
reading comprehension is Attention
components: mental energy, processing controls
and production controls.
 Components relating to
comprehension guides
The components processing controls relates to how a study guide
would be beneficial. The processing controls of attention help
readers manage information as they read. Good readers process
each part of the information determined by its relevancy or
irrelevancy to the construction of the meaning of the text, carefully
retaining information that is central to comprehension.
The production controls oversee a student’s progress towards the
final goals of reading - understanding and increased knowledge.
Pre viewing, self-monitoring, and pacing are the steps to process
the information correctly.
 Three- Level Guide
This guide is to design a support system for
students by constructing a three- level
understanding.
Literal- consisting of specific facts and concepts
that clearly stated.
Interpretive- requires “reading between the
lines” or drawing inferences about ideas that the
author implies.
Applied- represents comprehension that extends
beyond the text to form new ideas or use ideas
from the text in different contexts.
Selective Reading Guide
Points students to important information in the
text.
Similar to the end-of-chapter review questions
you see at the end of your text book chapters.
will be able to think past the “right there” types
of thought processes. By prompting thoughts
through this guide, students will make text-to-
self and text-to-world connections more easily.
Help students find out the most relevant and
irrelevant part of the text.
Interactive Reading Guides
is designed to conduct the in- class reading of
students as they interact in accommodating groups
or pairs
Preparation of the guide begins with previewing the
text selection, deciding on the main points that
students must understand, and identifying
potentials sports of where the student is struggling.
This will present specific tasks and questions that
help the student identify key ideas, make
clarifications of connections in the texts, and read
critically.
How to teach these guides
Teachers can aid student comprehension both by teaching
students about the text and by using the structures inherent
in texts to help students organize the information that is
presented (Goldman & Rakestraw, 2000).
Three- level guide- A good deal of overlap among levels. Readers will move back and
forth among these kind of comprehension as they work their way through a text. A
three level guide can be exposed in a three day process which allows the students to
thoroughly comprehend the three levels of the guide.
Selective reading guide- Make their own decisions regarding which facts, idea, and
terminology are most important and devise a guide that directs students to specific
sections of the text. A teacher should carefully point out that some of the
information's asked for in the guide was clearly stated in the text, but some ideas
required prior knowledge.
Interpretative reading guide- Teacher should think about which sections should be
read orally or silent, which might be skimmed, or as with selective guide which
passage may be skipped entirely. A class period can devote the students to work
together on the guide and the next class period to talk about it and have feedback
from the teacher.