Reading Guide for Chapter 4 Reading Strategies and Dispositions Literacy Profiles

CORE QUESTION: To what extent does the child use early processing strategies and comprehension strategies during reading? How engaged is the child with reading?

Hallmarks of reading growth that are related to the development of strategies include: • reading a lot • reading longer books • exploring a range of genres • being strategic or using cognitive processes to solve a problem

Underlying Principles of Reading Strategies and Dispositions (pg 84) 1. Difference between skills and strategies Skills:

Strategies:

2. Early Reading Processing Strategies (Pg85) Marie Clay (1991) definition of reading:

Use of Three Cueing Systems During Reading • Phonological and visual/orthographic information:

• Language structure:

• Meaning: What is cross checking?

List of some sample processing strategies (pg86):

Use of Self-Correction During Reading (pg86) Predictable route-

Acquire through modeling and guided practice-

Comprehension Strategies (pg87) National Reading Panel (2000) recommends teaching reading comprehension strategies—to strengthen children’s reading abilities. Six Key Strategies: 1.

What is meant by text-structure clues? (pg88)

How do readers use comprehension strategies?

Why should teachers use the gradual release model when teaching strategies? What is the gradual release model? (pg88)

Reading Dispositions What three things should teachers keep in mind when thinking about the dispositions of readers? (pg88) In summary what does Afflerbach et al. (2008) state?

ASSESSING READING STRATEGIES AND DISPOSITIONS Reading strategies and dispositions are not “visible” as some others, how do they get assessed? (pg89)

Formal or Published Measures for Assessing Reading Strategies Most are ______. Many of the assessments are ______and help teachers______.

TOOLS THAT INCLUDE ASSESSMENT of READING STRATEGIES What do informal reading inventories provide for teachers? How are they used?

What is metacognitive awareness?

TOOLS THAT ASSESS READING DISPOSITIONS Name and briefly describe the three tools: 1. Elementary Reading Survey:

2. Motivation to Read Profile: 3. Title Recognition Test:

Informal measures for Assessing Reading Strategies and Reading Dispositions Running Records, Records of Oral Reading, and Miscue Analysis (pg91) Who developed Running Records? What is a Running Record?

How do Running Records help teachers?

What is the main difference between a Running Record and a Record of Oral Read- ing?

What information does a Running record give you?

Analyzing a Running Record consists of two things, what are they? Errors or Miscues (pg93) What are the three miscues? Give a statement that the teacher would ask herself for each?

Can you evaluate the cues, or sources of information the child used?

How do miscues change over time?

What do most First Graders do? Vocabulary Strategy Probes (pg96)

Think A-Louds, Surveys, and Interviews of Comprehension Strategy Use and Reading Dispo- sitions How are each used? For whom?

Book Logs and Individual Conferences Briefly describe each and what they information they can give a teacher.

INSTRUCTIONAL CONSIDERATIONS FOR READING STRATEGIES AND DISPOSI- TIONS (pg99) What do strategies and dispositions need? What are the two points to keep in mind when using assessment to support student growth<

Instructional approaches for Building reading Strategies and Dispositions in All Students (pg100)

What are the two critical opportunities that all students need?

Instructional Opportunities for Development of Early Processing Strategies What components of a balanced literacy block are essential to the development of early reading processing strategies?

Shared or Interactive Reading:

Guided Reading for early Strategies: Mini-Lessons and Other Activities:

Instructional Opportunities for the Development of Reading Comprehension Strategies (pg102)

Comprehension-Focused Teacher Read-Alouds

Comprehension-Focused Mini-lessons Guided-Reading Lessons Focused on Comprehension Strategies