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Comprehending/reading/decoding texts

26 Mar

Below are some resources to facilitate exploration of strategies to improve reading/decoding/comprehension of texts.

Great article about a school implementing a method to assist students with strategies for reading challenging texts “A library reading program that addresses ACARA Curriculum demands” by McDonald and Stirling, Volume 47, 3 September, 2014, pp 17,18. Newsletter School Library Association QLD

Links for Top down, bottom up and Links for Freebody

“Are you a top-downer or a bottom-upper? The debate as to the relative importance of these two approaches to understanding spoken or written text has been going on for decades…” http://oupeltglobalblog.com/2014/07/01/bottom-up-decoding-reading-and-listening-for-the-future/

“Luke and Freebody’s Four Resource Model emerged in the 1990s (Anstey and Bull 2004 pp75-101) to encapsulate the multi- literate requirements for reading effectively in a multimodal world. Luke and Freebody define literacy in terms of a repertoire of capabilities (Luke & Freebody 1999). Being literate means being able to decode written text, understand and compose meaningful texts, use texts functionally and analyse texts critically. All four resources are of equal importance as readers engage in several practices together.” http://www.newliteracies.com.au/what-are-new-literacies?/116/

“This paper explains the constructivist approach to reading teaching and shows how a dialogic approach to reading empowers readers to position themselves as participants in making meaning together with the text and its authors, rather than remaining as mute outsiders to the reading process. This shift in constructing reader -roles means that our students need to take a strategic approach to their reading, and will need careful scaffolding to help them develop effective, independent reading strategies and dispositions.” http://ccsenet.org/journal/index.php/ass/article/download/2993/2761

“Accelerated Literacy (AL) doesn’t simply teach spelling, grammar and vocabulary. It also teaches the ways of thinking – the discourses, or cultural knowledge – that underpin what these mean. This knowledge is an essential part of being able to decode text and therefore succeed educationally. When AL is taught effectively, teachers are able to awaken a sense of the ‘what’, the ‘how’, the ‘when’, the ‘where’, and ultimately the ‘why’, of language choices in a text.” http://nalp.edu.au/what-is-accelerated-literacy/overview-final.html

“This statement is an excerpt from a larger paper, Literacy: Position Paper (Queensland School Curriculum Council, 2002), that seeks to align conceptions of literacy across areas of learning and year levels, to enable policy writers, curriculum developers, schools and teachers to work collaboratively and coherently towards developing students’ literacy capabilities.” http://www.alea.edu.au/documents/item/53

“This chapter lays the foundation for an understanding of what reading comprehension is and how it is conceptualised in the literature.” http://www.springer.com/cda/content/document/cda_downloaddocument/9789400711730-c1.pdf?SGWID=0-0-45-1158048-p174102871

“Rasinski (2006) claims that fluency is a reader’s mastery over the surface level of texts read – the ability to accurately and effortlessly decode written words and then to give meaning to those words through appropriate phrasing.” http://www.decd.sa.gov.au/northernadelaide/files/links/An_Introduction_to_Ouality.pdf

“Designing and teaching effective reading programs require teachers to consider both what to teach and how to teach. Programs need to be both balanced and integrated and the teaching sequence needs to be systematic and able to scaffold children so that they are challenged, engaged and successful.” http://www.decd.sa.gov.au/literacy/files/pages/reading.pdf

“To develop as effective readers, students must learn to take on a set of roles, or ways of interacting with a text. These roles (described by Freebody and Luke, 1990) indicate the ways a reader can move beyond decoding print to understanding and using text on several levels for a variety of purposes.” http://www.curriculumsupport.education.nsw.gov.au/primary/english/assets/pdf/reading/teach_read.pdf

“We all need to be more aware of how we read, if we are to teach children to read fluently and effectively.” http://www.ite.org.uk/ite_research/research_primary_focus/004.html http://www.iasj.net/iasj?func=fulltext&aId=96866

“The active interaction between the reader and the text in one side and the reader and the teacher on the other side is essential. This demands an efficient teacher with new approaches in teaching reading using interesting materials, which cover the new concepts of text processing.” http://www.iasj.net/iasj?func=fulltext&aId=96866

Four Resources

http://www.louvanloon.com/education-resources/literacy-resources/4-resources-model

http://eprints.qut.edu.au/3836/1/3836.pdf

 Developing Readers by Buehl

http://www.okhighered.org/otc/resources/buehl-developing-readers.pdf

Google: filter search by reading level

http://www.educatorstechnology.com/2014/05/a-wonderful-google-tip-to-help-students.html http://googlesystem.blogspot.com.au/2015/02/google-reading-level-bug.html

Database levels

Many databases allow filtering by reading or lexile level e.g. http://support.epnet.com/knowledge_base/detail.php?topic=937&id=2548&page=1

Is levelling texts a good strategy?

http://en.wikipedia.org/wiki/Accelerated_Reader

http://www.brilliant-insane.com/2014/09/accelerated-reader-brilliant-insane.html

Other diigo links

https://www.diigo.com/user/anneweaver/Readability https://www.diigo.com/user/anneweaver/leveling https://www.diigo.com/user/anneweaver/comprehension https://www.diigo.com/user/anneweaver/lexile https://www.diigo.com/user/anneweaver/lexiles

Interesting resource in reading for meaning:

My Two Blankets by Blackwood http://lamontbooks.com.au/media/14436/My-Two-Blankets-FEB.pdf http://bit.ly/1EGMAtV http://www.thelittlebigbookclub.com.au/sites/thelittlebigbookclub.com.au/files/files/title_resource/mytwoblankets_learningtime_4-5_corrected030614.pdf http://www.wherethebooksare.com/blog-1/2014/4/12/my-two-blankets https://riverbendschoolsbookclub.wordpress.com/2014/04/25/march-discussion-picture-book-my-two-blankets/

 
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Posted by on March 26, 2015 in Uncategorized

 

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