Day 3 Aral
DISCOURSE
The Comprehension Pathway: Levels, Stories, and Questions That Build Understanding
Why do you think students are having difficulties in reading texts?
Stages of Comprehension Ability
Comprehension grows in stages--
Struggling with basic reading to deep, personal understanding and reflection.
Stage 1:
Reading is hard because of problems like decoding. distractions, lack of
understanding how texts work.
Stage 2
The reader can understand the basic facts but might not remember much or connect
deeply to the text.
Stage 3:
The reader begins to infer---to "read between the lines" and understand what is not
directly said.
Stagee 4:
The reader feels emotionally connected and reflects on the meaning of the text.
Stage 5:
The reader fully udnerstands and reflects---thinking and feeling about the text
before, during, and after reading, and can fix any confusion independently.
What Reading Comprehension Is:
*More than knowing what happened
*Understanding why things happen
*Seeing what characters feel and intend
*Finding the lesson and linking it to our lives.
Plan of Talk
*Stages of Reading Ability
*Undertanding Reading Comprehension
*Levels of Comprehension
*Examples from Two Stories
*How to Ask Questions
Reading Comprehension:
Comprehension has two sides:
PRODUCT PROCESS
What the How the
reader reader
understands understands
after reading as they read
The Product of Reading Comprehension
To make sense of a text, the reader connects ideas using:
Referential Links
~Connecting names, objects, or ideas across different parts of the text.
Causal Links
~Understanding the cause-effect or reason-result relationships in the text.
Relations & Coherence
+Referential relations help track who or what is being talked about across the
text.
+Causal relations help show how events or ideas are connected logically.
The Process of Reading Comprehension
There are two kinds of processes while reading:
AUTOMATIC
It happens without thinking---like recognizing words or simple meanings.
STRATEGIC
It requires effort---like figuring out difficult parts or making sense of a
confusing section.
Levels of Text Representation
Steps
1. Surface:
Memory of exact words.
Actual words, phrasing used
in text.
**There is no analysis**
2. Propositional:
The basic ideas in the text.
Understanding the ideas behind the words.
**can retell the story using their own words**
AUTOMATIC:
Simple idea.
Ex.
Jed is cat
Mim is kid
Mim has dog
Dog is tom
Tom see Jed
COMPLEX
Mix of ideas, like reasoning or comparison.
Ex.
Even though Jed is hiding under the lid, Tom helps Mim find him.
3. Doscourse:
How the ideas are organized.
Understanding how the whole text is structured.
**How the events and ideas are connected**
MICROSTRUCTURE
Detailed ideas and how they
relate.
Ex.
Mim has a dog named Tom.
Tom chases Jed the Cat, who hides under a lid.
Tom leads Mim to find Jed.
The animals run together in the mud and get wet.
MACROSTRUCTURE
The main structure or big
picture of the text.
Ex.
The story is about playfulness and discovery.
The plot follows: introduction of characters>chase and
hiding>discovery>fun together
4. Situation:
How the idea connect to the reader's own knowledge.
Deepest understanding.
Combines tect information
with the reader's own
knowledge.
Goes beyond words or what
the text mean in real life.
**connects the story to real-world knowledge, feelings,
and experiences.**
From Remediation to Individualized Intervention
Reading Remediation and Intervention
Why this matters?
~Many studetns struggle with reading, but not all require the same type of support.
Educators must understand the difference between Remediation and Intervention--and
how both work together in a literacy support system.
Difference of Remediation & Intervention
R: Reteaching skills or content that students failed to master.
1. Used after students have fallen behind.
2. Purpose:
Help students catch up.
3. Settings:
Whole-class review or small groups.
4. Approach:
Practice previously taught methods.
I: Targeted, data-formed instruction designed to address reading difficulties
before or as soon as they arise.
1. Used proactively or at thee earliest signs.
2. Purrpose:
Prevent long-term reading failure.
3. Settings:
Small groupss or 1:1 outside core instructuin
4. Approach:
Systematic, intensive, individualized, evidence-based
Key Differenes at a Glance
1. Timing.
2. Focus
3. Instructional approach
4. Setting
5. Goals:
R: reteaches missed content after gaps appear
I: targets weaknesses early to prevent failure.
TEACHER ROLES
R:
*Classroom teachers
*Use varied strategies to reteach content.
*Need PD in core reading, scaffolding, differentiation
I:
*Reading specialisrs or support teachers
*Use diagnostic, structured literacy methods
*Need advanced training in science of reading, multisensory methods
PROFESSIONAL DEVELOPMENT
R:
*Core literacy instruction
*Formative assessments
*Differentiated strategies
*Knowing when to refer
I:
*Structured literacy certification
*Diagnostic-prescriptive teaching
*Progress monitoring
*Error analysis and RTI/MTSS frameworks
Who Needs What Support
~R: Students struggling due to missed instruction or lack of practice.
~I: Students with persistent processing-related difficulties.
~Both differ in severity, cause, design, and responsiveness to teaching.
Reading Component:
+WORD READING:
reteaching phonics vs intensive decoding support
REM.
~Reteach phonic patterns from earlier grades.
~Provide extra practice with high-frequency words.
INT
~Diagnostic phonics assessment to identify gaps
~Structured, multisensory decoding instruction (e.g. Orton-Gillingham)
~Daily intensive practice with controlled texts
+FLUENCY:
extra practice vs structured fluency intervention
REM
~Repeated reading of familiar passages
~Paired reading with peers for practice
INT
~Targeted fluency drills with progress monitoring
~One-on-one guided oral reading with feedback
~Use of timed readings to build automaticity
+VOCABULARY:
reteaching word meanings vs morphological strategies
REM
~Review and reteach meanings of words from class lessons.
~Use of word maps or flashcards for practice
INT
~Morphological instructions (prefixes, suffixes, roots)
~Simpler and more complex vocabulary
~Multiple exposure across contexts to ensure
+COMPREHENSION:
review vs targeted strategy instruction
REM
~Review story structure (beginning, middle, end)
~Practice answering literal recall questions
INT
~Explicit instruction in comprehension strategies (e.g., inference, summarization)
~Scaffolded questioning during guided reading
~use of graphic organizers to support connections.
DISCOURSE
