Comprehension [Grades K-12]. Douglas Fisher

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      List of Videos

      Introduction

       Models of reading instruction

      Chapter 1

       Models of reading comprehension instruction

       Skilled reading versus strategic reading

       Constrained and unconstrained skills

       A new model for comprehension instruction

      Chapter 2

       Background knowledge in reading

       The sounds of language

       Fluency in reading

       Vocabulary in reading

      Chapter 3

       The “will to read”

       The four dimensions of dispositions for learning

       Building classroom choice

      Chapter 4

       Cultivating thrill in reading comprehension

       Critical literacy

       How do we question the commonplace in a text?

       How do we consider the role of the author?

       How do we encourage action through comprehension?

      Chapter 5

       Text readability and text complexity

       Qualitative characteristics of texts

       Digital texts

       Making decisions about texts

       Direct instruction

       Dialogic instruction

       An instructional framework that works

      Acknowledgments

      Corwin gratefully acknowledges the contributions of the following reviewers:

       Melissa J. Black

       Associate Dean, Progressive Education Institute

       Harlem Village Academy

       Washington, DC

       Patrick L. Harris II

       Teacher

       Detroit, MI

       Peter Nielsen

       Leadership Development, Literacy, and Numeracy

       Flinders University

       Adelaide, South Australia

       Lynn Angus Ramos

       K–12 English Language Arts Coordinator

       DeKalb County School District

       Decatur, GA

      Introduction

      It’s time for a new model of reading comprehension instruction. Research during the past several decades has resulted in significant increases in understanding about reading comprehension itself (e.g., Israel, 2017). Helping students make meaning from texts is critical to their success, and reading comprehension is one of the oldest lines of inquiry in education; Thorndike noted that comprehension required “a cooperation of many forces” (1917, p. 232). Following a comprehensive review of research, Snow (2002) clarified those forces and noted that comprehension is dependent on four variables:

      1 Reader variables: age, ability, affect, knowledge bases, motivation

      2 Text variables: genres, format, features, considerateness

      3 Educational-context variables: environment, task, social grouping, purpose

      4 Teacher variables: knowledge, experience, attitude, pedagogical approach

      Models of reading instruction

      But models for helping teachers develop students’ comprehension have not kept pace with the knowledge about what comprehension is. While there are strategies such as modeling or reciprocal teaching, a unifying framework for reading comprehension instruction remains elusive. Importantly, reading comprehension instruction should be more than a pile of strategies. The field needs a structured approach to comprehension instruction. We propose that students need to experience reading comprehension instruction across three phases: skill, will, and thrill (see Figure i.1). When they do, students come to see the instructional experiences their teachers provide them as purposeful. Importantly, they begin to accept responsibility for their learning and understand that struggle is a natural part of the process.

       Reading comprehension instruction should be more than a pile of strategies. The field needs a structured approach to comprehension instruction.

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