The Cognitive Dimension
Chapter five delves into the cognitive dimension, and this is where we see the authors implement the reading as problem solving approach, introducing each strategy as a tool for understanding difficult texts. As they introduced each strategy, they first practiced it with less challenging texts, so that students became comfortable and confident using it before moving on to more difficult texts. These exercises also included metacognitive conversations. The students were asked to think about and discuss what they did, how they figured out what to do, and what difference it made in their comprehension of the text.
Think Alouds
Another way that the authors worked to increase their students’ metacognitive abilities was to model thinking aloud the process of reading and using cognitive strategies. After modeling the strategies, the students practiced extensively, in order for them to be internalized until they have become second nature. The book includes a lesson plan for think alouds. This included exposing the students to the following actions:
- · Predicting
- Picturing
- Making connections
- Identifying problems
- Using fix-ups
They scaffolded this process by first modeling, then having students work in pairs, before moving on to individual practice. They were then encouraged to give themselves self-assessments and to talk about what was working and what was not working with the class.
Reciprocal Teaching (RT)
The authors used a reciprocal teaching process to help students practice and internalize the cognitive strategies of proficient readers; questioning, summarizing, predicting, and clarifying. RT was used to have the teacher and students take turns being the discussion leader, helping the class work through the strategies. They learned one strategy, then practiced it with different kinds of texts, both individually and in small groups for several weeks. Then they would move on to the next strategy, and so on. This was done to help students become proficient and confident in each one.
This section of the book contains a number of activities that the authors used for each strategy. It is very in-depth, and contains lots of ideas that teachers can put into practical use with little to no preparation or materials. Although I believe that all of the chapters up to this point are important and insightful, if nothing else, I would encourage anyone to read this chapter. For questioning, they discussed four types of questions, and how each one changes the way we interact with the text. Those types were; right there, pulling it together, author and me, and on my own (Schoenbach, et al., 1999, p. 81). When learning about summarizing, the students were first asked to come up with criteria for good summaries. Then they were introduced to signal words, such as next, then, etc. Predicting also used signals, such as when a text used X, you could expect to find Y. They also talked about what to do if their predictions turn out to be incorrect. Clarifying was taught as a very individual process. Each student will need to clarify different things. The steps for clarifying were:
· Ignore and read on
· Keep reading to see if meaning becomes clear
· Reread what is unclear
· Reread the section right before
· Connect reading to things that you already know
· Get outside help
(Schoenbach, et al, 1999, p. 93)
Chunking
These cognitive strategies are much easier to use on smaller pieces of a text, and so the authors introduced their students to the concept of chunking. Again they stressed the individuality of the process. Some students may need to chunk more than others. Likewise, some texts will need to be chunked more than others.
In all of these strategies, the students were taught that they were the experts on their own mind and its processes. They needed to use this knowledge to decide for themselves the best strategy to use for each situation. I think that this is very empowering, but it would not have been possible for the students to internalize and understand without the previous work in the personal dimension. Before they can trust that they know the processes that are best for them, they need to create that definition of themselves as readers. They also need the confidence from knowing that they are master readers for some kinds of texts. I can see why the dimensions were taught this way. First they look at why read, then move on to why do I read, and then how do I read? This also makes the case for a very individual interaction with the text, much like Rosenblatt’s transactional model (Ruddell, Ruddell, & Singer, 1994) .
Many of these strategies also appear in other blogs on reading. It is interesting that several of the authors have found similar problems and strategies. They differ somewhat in how to implement the strategies or how fast to introduce them, but the basic strategies are the same (although the names may be different). Since so many of the reading and comprehension experts are in agreement, on many strategies to improve students' reading, comprehension, and retention, I need to heed their counsel and apply them in my own classroom.
ReplyDeleteThis was a very interesting post to read especially the section on reciprocal teaching. This is something that I do in my classes that seems to always be very exciting for students and is also very effective. Getting students to take on the role of teacher is one of the best ways to get them to learn. I think abut authors like Lave and Wegner when I read about strategies such as these and how they have taken it a step further with situated learning theory. I would highly recommend their book as it gives us ideas and strategies teachers can use to make their classrooms more effective. Great post and thanks for sharing!
ReplyDeleteI like your comment, "Before they can trust that they know the processes that are best for them, they need to create that definition of themselves as readers." I had never considered the idea of scaffolding to be an internalized process designed by students as they identify characteristics of themselves in the learning process. I always thought of scaffolding as a strategy that a teacher used to make sure that they were laying bricks for students to get from one level of thinking to another. I am thinking about it from the student perspective now, and with the idea that reciprocal teaching really gives students an opportunity to understand why and how the learning process works for them as individuals. Building confidence in themselves as readers, internalizing processes that have been modeled, and finding new ways to ask questions about what they are reading are such critical pieces in supporting student readers.
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