Diapositivas

Titulo: Reading Comprehension Strategies

Índice:

What is a reading comprehension strategy?

Comprehension strategy is a cognitive or behavioral action that is enacted under particular

contextual conditions, with the goal of improving some aspect of comprehension.

Dictionary Use

If a word is infrequent or reader does not know meaning of word.

THEN
1- Reader gets dictionary
2- Reader looks up that word
3- Reader reads dictionary definition,
4- Reader rereads sentence with that word
5- Reader attempts to comprehend sentence as a whole

Contextual Word Definition Strategy

If a word is infrequent or eader does not know meaning of word

THEN
1- Reader rereads previous text for definitional clauses
2- Reader reads subsequent text for definitional clauses
3- Reader rereads sentence with that word
4- Reader attempts to comprehend sentence as a whole.

Character Motive Strategy

If a clause states that character performs an action

THEN
1- Reader retrieves from memory motives that explain the action
2- Or reader rereads prior text for clauses with motives that explain the action
3- Or reader constructs inferences from analogous prior experiences with motives that
explain the action.
 Theoretical model of text comprehension

Construction-Integration Model Kintsch’s (1998)

Strategies take a back seat in the CI model. Strategies exist, but they do not drive the
comprehension engine. Instead, the front seat of comprehension lies in the bottom-up
activation of knowledge in long-term memory from textual input (the construction phase)
and the integration of activated ideas in working memory (the integration phase).

As each sentence or clause in a text is comprehended, there is a construction phase

followed by an integration phase.

Representation Levels

The surface code preserves the exact wording and syntax of the sentences.

The textbase contains explicit propositions in the text in a stripped-down, logical form that
preserves the meaning but not the surface code.

The situation model (sometimes called the mental model) is the referential content or
microworld that the text is describing. This would include the people, objects, spatial
setting, actions, events, plans, thoughts, and emotions of people and other referential
content in a news story, as well as the world knowledge recruited to interpret this
contextually specific content.
The text genre is the type of discourse, such as a news story, a folk tale, or an encyclopedia
article.

Constructionist Model Graesser et al. (1994).

Strategies play a prominent role in this constructionist theoretical. The distinctive strategies
of this model are reflected in its three principal assumptions:

a) The reader goal assumption states that readers attend to content

in the text that addresses the goals of reading the text. When a computer
manual is read.
b) The coherence assumption states that readers attempt to construct meaning
representations that are coherent at both local and global levels.
 c) The explanation assumption states that good comprehenders
tend to generate explanations of why events and actions in the text occur,
why states exist, and why the author bothers expressing particular ideas. Whyquestions
encourage analysis of causal mechanisms and justifications of
claims.

Indexical Hypothesis and Embodiment Glenberg and Robertson (1999)

The central theoretical claim is that meaning is grounded in how we use our bodies as we
perceive and act in the world.

Readers who have the metacognitive strategy of grounding the entities and events
mentioned in the text are expected to show comprehension advantages over those
who do not bother taking such extra cognitive steps.

The indexical model would encourage comprehension strategies that involve the
construction of mental images of people, objects, spatial layouts, actions, and events
expressed in the text.

Another strategies

Skimming

According to Cairney (1992) skimming is "rapid reading of a text to identify the main
and/or general idea of the text and/or paragraph"

There are elements in the text that can provide an overview of the text. For example: titles,
subtitles, the introduction, the abstract, the first and last paragraph, the illustrations.
Scanning

According to Colomer and Camps (1996), scanning consists of carrying out a "quick, but at
the same time careful reading, which allows specific details of the text and/or paragraph to
be identified"

SQ3R

Survive: It consists of making a first superficial reading of the topic to be studied, without
going into details, just to get the main idea and enter into context before starting to work on
the content.

a) Question

Convert titles, relevant ideas, contexts, contents, structure in questions for stimulate our
critical thinking regarding reading.

b) Reading

It proceeds to an active reading underlining ideas relevant, analyzing the subject, in case of
difficulty we reread for better understand.

c) Recite:
Consists in stop and understand what the text has been read answering questions and doubts
associating the knowledge previous.

d) Review
Synthesize the information in a outline, summary or are simplified relevant ideas with
our own words, this helps to memorize the important points.
 Referencias

Cairney, H. (1992). Enseñanza de la comprensión lectora. Madrid: Morata.

Colomer, T. y Camps, A. (1996). Enseñar a leer, enseñar a comprender. Madrid:

Celeste/M.E.C.

Graesser, A. (2007). An Introduction to Strategic Reading Comprehension. En D.

McNamara (Ed.). Reading Comprehension Strategies: Theories, Interventions, and
Technologies. Lawrence Erlbaum Associates

Técnica de lectura SQ3R. (s.f) Recuperado de

https://filosofemblog.files.wordpress.com/2016/01/tecnica_de_lectura-sq3r.pdf