What are Cohesive Devices and how do they affect comprehension?I was recently developing some PowerPoints and activities for a comprehension training session about the role that text structure plays in reading comprehension. One of the related topics that is unfamiliar to many teachers was Cohesive Devices (sometimes called Cohesive Ties, and also known as anaphors). I thought I'd devote this post to explaining cohesive ties and how they might affect reading comprehension, especially for younger students or English language learners.
The Power of Transition WordsWhat are transition words and phrases? Sometimes called linking words, transitions connect sentences, paragraphs and sections of text. They also allow us to connect ideas when we speak. Instruction about transitions supports student reading and writing. When students are aware of transitions while reading, they provide powerful clues to support comprehension. When students include transitions when writing, the message and ideas they want to convey are clear and organized.
Syntactic Awareness: Teaching Sentence Structure Part 2I posted part 1 of Syntactic Awareness on June 2. As noted in that post, the ability to understand at the sentence level is in many ways the foundation for being able to comprehend text. The ways in which authors express their ideas through sentences greatly affects a reader’s ability to access and identify those ideas. Sentences that are complex, contain a large number of ideas (also called propositions), or have unusual word order will make it difficulty for students to comprehend what they are reading, especially students who enter school with limited oral language exposure or for whom English is a second language. Developing sentence skills is also essential to becoming a good writer.
Syntactic Awareness: Teaching Sentence Structure (Part 1)The ability to understand at the sentence level is in many ways the foundation for being able to comprehend text. The ways in which authors express their ideas through sentences greatly affects a reader's ability to access and identify those ideas. Sentences that are complex, contain a large number of ideas (also called propositions), or have unusual word order will make it difficulty for students to comprehend what they are reading, especially students who enter school with limited oral language exposure or for whom English is a second language.
Levels of Language & LiteracyQuestion: What role does knowledge of language play in reading and writing? Answer: A huge role! Teachers tend to focus on the “five components of reading” when thinking about what’s needed to teach students to be good readers (i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension). But there is another model that should be considered: the seven levels of language.
Science of Reading in the NewsAs the number of articles, podcasts and blog posts related to the science of reading grows, I've been updating a list I started for our Keys to Literacy trainers to share. We have been getting so many requests about the list, that I decided to make it the focus of this post.
Previewing Vocabulary Before ReadingExisting background knowledge is a critical component for comprehension, and word meanings are part of larger knowledge structures about a topic. Knowing the vocabulary words associated with a given topic enables students to connect their background knowledge to what they are reading. What if students aren't unfamiliar with some of the vocabulary in the text? Many studies have shown that previewing unfamiliar words before students read improves comprehension.
We Need to Pay Attention to the Science of Reading!
The scientific evidence base on how we learn to read and how to best teach reading has been growing and converging over 40 years. This includes brain imaging studies that show how our brains learn to read and underlying causes of why some students have difficulty learning read.
Sadly, teachers often do not have access to this evidence base. Many teachers report that their preservice education in college did little to prepare them for teaching reading. Many veteran teachers report a lack of quality professional development once hired that could help them improve their reading instruction. And for too long, the reading wars have confused teachers and administrators. These wars started in the 1990's when whole language advocates succeeded in convincing too many schools that learning to read comes naturally without the need for explicit instruction in decoding skills. Even today, there are many reading "experts" that say they promote a "balanced" approach to beginning instruction, but what that actually represents is a little bit of incidental phonics thrown in on top of the same approaches to reading instruction that have not worked for the past 25 years. The latest scores from the National Assessment of Educational Progress, also known as the nation's report card, were just released—and things aren't looking good for the country's young readers.