EDUC 529
Teaching Comprehension Strategies
3 graduate credits
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Course Catalog Description: This course offers an overview of the reading comprehension process and explores
instructional techniques that can help students become proficient in using comprehension strategies to understand
and appreciate both narrative and expository texts. 3 credits.
Text(s):
Oczkus, L. (2004). Super 6 comprehension strategies. Norwood, MA: Christopher Gordon.
ISBN # 1-929024-69-X
Gallagher, K. (2004). Deeper reading: Comprehending challenging texts, 4 – 12. York, Maine: Stenhouse
Publishers. ISBN # 1-57110-384-8
Harvey, S. and Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding.
York, Maine: Stenhouse Publishers. ISBN # 1-57110-310-4.
McGregor, T. (2007). Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann.
Course Objectives:
Course objectives have been written to reflect the match between this course and the International Reading
Association (IRA) Standards for Reading Professionals, Longwood University’s Conceptual Framework, and the
Virginia Department of Education Licensure Regulations.
Knowledge:
As a result of the class discussion, reading and assignments, student will:
1. Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and
phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and
how they are integrated in fluent reading. (IRA 1.3)
2. Know foundational theories related to practices and materials for teaching comprehension strategies. (IRA
1.1)
3. Identify and define the key comprehension strategies used by proficient readers as defined by over 30 years
of reading research. (IRA 1.1).
4. Connect a variety of instructional techniques appropriate for each of the comprehension strategies.
5. Explain: scaffolded instruction, gradual release of responsibility, strategic reading, strategies, skills and
techniques, first and second draft reading, and assumicide.
Skills:
As a result of the class discussion, reading and assignments, student will:
1. Use instructional grouping options (individual, small-group, whole-class, and computer based) for effective
comprehension instruction, application and practice. (IRA 2.1)
2. Use a wide range of instructional practices, approaches, and methods, including technology-based
practices, for learners at differing stages of development and from differing cultural and linguistic
backgrounds to ensure all students obtain a sufficient degree of independent reading comprehension. (IRA
2.2)
3. Use a wide range of curriculum materials in effective reading instruction for learners at different stages of
reading and writing development and from different cultural and linguistic backgrounds to ensure all
students obtain a sufficient degree of independent reading comprehension. (IRA 2.3)
4. Use a large supply of books, technology-based information, and non-print materials representing multiple
levels, broad interests, cultures and linguistic backgrounds.(IRA 4.2)
5. Effectively plan and implement instruction that motivates readers intrinsically and extrinsically. (IRA 4.4)
6. Design an overall instructional plan to ensure reading comprehension instruction and application occurs in
classrooms on a regular basis.
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Dispositions:
As a result of the class discussion, reading and assignments, student will:
1. Define literacy as communication and a meaning making process.
2. Explain the importance of reading comprehension and the need for comprehension instruction to occur as
early as, and along side, other forms of reading instruction.
3. Understand and accept multiple ways of learning and understanding.
Course Outline:
I.
Comprehension
a. What does it mean to comprehend a text?
b. The role comprehension plays
c. How proficient readers comprehend
d. Text structures and features
II.
Strategies
a. Predicting
b. Establishing Purpose
c. Connecting
d. Questioning
e. Visualizing
f. Inferring
g. Determining Importance
h. Retelling & Summarizing
i. Synthesizing
j. Evaluating & Critiquing
k. Understanding Vocabulary
l. Researching & Studying
m. Test taking
n. Writing
III.
Assessment
a. Assessing needs before instruction
b. Assessment during instruction
c. Evaluating and refining instructional techniques
d. Individual student profiles
e. Asking students
f. Assessing materials and environments
IV.
Framework for Instruction
a. Flexible Grouping
b. Inquiry model
c. Environment/atmosphere
d. Structure of instructional time
e. Teaching vs. prompting
f. Teaching Techniques
V.
Resources
a. Text sets
b. Paired text
c. Text books
d. Children’s literature
e. Genre study
f. Media & technology
g. Commercial resources
h. Teacher designed
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Class Schedule:
Date
Topics
Assigned
Readings
G: 1, 2, 3, 10
H: 1, 2, 3, 4, 5
Super 6: intro, 1
M: 1
6-18
Introduction
Comprehension Strategies
Strategic Teaching
6-19
Metacognition:
Monitoring comprehension
H: 6
Super 6: 6
M: 2
Overview, definitions and examples
6-20
Connections
Background Knowledge
Questioning
Determining Importance
H: 7, 8, 10
Super 6: 2, 5
M: 3, 5, 6
Overview, definitions and examples
6-21
Infer
Predict
Visualize
H: 9
Super 6: 3, 4
M: 4, 7
Overview, definitions and examples
6-22
Summarize
Synthesize
Evaluating
H: 11
Super 6: 7, 8
M: 8
Overview, definitions and examples
August 6
Class Ends
G=Gallagher: Deeper Reading
H=Harvey: Strategies That Work
All assignments due on Blackboard
M=McGregor: Comp. Connections
Description of Assignments:
1. Reading Responses (Gallagher text)
Discussion Board responses to chapters in the Gallagher text (4, 5, 6, 7, 8, 9) will be required. This will not be a
‘true’ discussion board as you are not required to respond to anyone’s postings. You are encouraged to read and
even respond to the postings, but it is not a course requirement. Each discussion board will have several questions
you should address in your posting. Postings can be completed whenever you choose, there will not be specific due
dates.
2. SEVEN Comprehension Strategy Teaching Technique Lesson Plans
Select a teaching technique that you would like to try for each of the following areas:
Monitoring comprehension/metacognition
Making connections/schema/background knowledge
Questioning
Determining Importance
Inferring and/or Predicting
Visualizing/Using Sensory Imagery
Summarizing, Synthesizing, or Evaluating
Outline a lesson for that teaching technique that includes the sections on the lesson plan template provided. Each
lesson plan should be posted on the corresponding discussion board in Blackboard.
4. Teaching Comprehension Plan (final, comprehensive project)
This is where you need to synthesize! Based on the class discussions and readings in the textbooks, design your
own plan for teaching and supporting comprehension strategies for a specific population of students (most likely the
students you work with). All four of the texts give ideas for a plan or ‘program’ to teach comprehension. You need
to pick and choose what will work for you and your students over the course of a school year.
Include What strategies you will focus on (this may be all of them, or just a few of them—minimum of 4), how you
will introduce comprehension in general and each strategy specifically, how you can practice the strategies overall
and individually, how you might support prolonged use throughout the school year (how to keep them, and you,
from forgetting). Texts you will use for minilessons, 3-5 techniques you could use for each strategy, timeline and
schedule for implementation.
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Grades are determined as follows:
Reading Responses
Comprehension Strategy Technique Applications (2)
Teaching Comprehension Plan
Attendance/Participation
20%
25%
45%
10%
GUIDELINES:
Student Responsibility:
It is the responsibility of students to inform themselves of, and to observe, all regulations and procedures required by
the university. In no case will a regulation be waived or an exception granted because students plead ignorance of
the regulation or assert that they were not informed of the regulation by an advisor or other authority. Refer to the
Academic Regulations sections of the most recent Graduate Catalog available online at:
http://www.longwood.edu/academic/affairs/catalog_home.htm {Select Graduate Catalog; Select General
Information; Select Academic Regulations}
GRADING SCALE:
A minimum cumulative grade point average of 3.00 on a 4-point scale is required to remain in the graduate program
and for graduation. Passing grades are A, B and C.
A = 100-90
B = 89-80
C = 79-70
Incompletes: The instructor may choose to grant a grade of "I" which indicates that because of illness or for good
reason, the work of the semester has not been completed. An Incomplete Contract should be completed by the
instructor and student listing work to be done and deadlines for completion. When this work has been completed, a
final grade will be reported. A grade of "I" will revert automatically to a grade of "F" if the necessary work has not
been completed by the end of the subsequent regular semester.
ATTENDANCE:

Students are expected to attend and participate in all class activities. Instructors have the right to assign a
course grade of "F" when the student has missed a total (excused and unexcused) of 25 percent of the scheduled
class meeting times.

Students must assume full responsibility for any loss incurred because of absence..

Class assignments are due during the class period on the assigned date.

All written assignments will be typed unless otherwise specified.

Students who require special arrangements for taking notes and/or tests should make arrangements with the
instructor at the beginning of the semester.

If serious circumstances necessitate a make-up test/exam, students must present a doctor's note or other
valid documentation of the circumstance and complete the alternate test/exam by arrangement with the
instructor.

In no case should assignments for this course be ones that have been submitted for another course. Mere
submission of work does not guarantee a passing grade. Grades are assigned on the quality of the work
according to the professional judgment of the instructor.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical, psychological, medical,
or learning disability should contact me privately. If you have not already done so, please contact the Office for
Disability Services (103 Graham Building, 434-395-2391 or http://www.longwood.edu/disability) to register for
services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can reach User Support
Services, the Library Reference Desk and the Graduate Studies Office during working hours. After working hours
you can leave a message for the Library and Graduate Studies. You can email User Support Services at
helpdesk@longwood.edu after working hours and will get a response on the next working day.
EVALUATION OF THE INSTRUCTOR:
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At the conclusion of the course, each student will have the opportunity to evaluate the course instructor (except in
Summer Sessions-the university does not conduct course evaluations in summer.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code as stated in the latest edition
of the Graduate Catalog.
Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood community.”
When accepting admission to Longwood College, each student made a commitment to respect, support, and abide
by the college’s honor code system without compromise or exception. Students must follow the policy of the Honor
Code as described in the current college catalog and refrain from lying, cheating, stealing, and plagiarism.
PROGRAM REMINDER INFORMATION:
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being admitted to a degree
or licensure only program and have those hours apply to the admitted program. Students should submit an
Application for Graduate Admission promptly to avoid having course work in excess of the nine credit hours not
apply once admitted. Application materials are available by contacting the Office of Graduate Studies (434-3952707 or graduate@longwood.edu) or on our web site at www.longwood.edu/graduatestudies/apply.htm.
Department of Record: Questions about this course and its instruction should be addressed to the Department of
Education, Special Education, Social Work, & Communication Disorders.
Bibliography:
Block, C.C., Rodgers, L.I. & Johnson, R. B. (2004). Comprehension process instruction: creating reading success
in grades K-3. New York, NY: The Guilford Press.
Owocki, G. (2003). Comprehension: strategic instruction for K-3 students. Portsmouth, NH: Heinemann.
Carr, E., Aldinger, L. & Patberg, J. (2004). Teaching comprehension: a systematic and practical framework with
lessons and strategies. New York, NY: Scholastic.
Pinnell, G. S. & Scharer, P. L. (2003). Teaching for comprehension in reading grades K-2. New York, NY:
Scholastic.
Cunningham, A. & Shaoury, R. (2005). Starting with comprehension: reading strategies for the youngest learners.
Portland, ME: Stenhouse Publishers.
Blachowicz, C. & Ogle, D. (2001). Reading comprehension: strategies for independent learners. New York, NY:
The Guilford Press.
Duffy, G. (2003). Explaining reading: a resource for teaching concepts, skills and strategies. New York, NY:
The Guilford Press.
Muth, K.D. (Ed.). (1989). Children’s comprehension of text. Newark, DE: International Reading Association.
Maria, K. (1990). Reading comprehension instruction: issues and strategies. Parkton, MD: York Press.
Wilhelm, J. D. (2002). Action strategies for deepening comprehension. New York, NY: Scholastic.
Wilhelm, J. (2001). Improving comprehension with think-aloud strategies. New York, NY: Scholastic. ISBN # 0439-21859-4
Block, C. C. & Pressley, M. (Eds.). (2002). Comprehension instruction: research-based best practices. New York,
NY: The Guilford Press.
McLaughlin, M. & Allen, M.B. (2002). Guided comprehension in action: lessons for grades 3 – 8. Newark, DE:
International Reading Association.
McLaughlin, M. & Allen, M.B. (2003). Guided comprehension in the primary grades. Newark, DE: International
Reading Association.
Goodman, Y. M., Watson, D.J. & Burke, C. L. (1996). Reading strategies: focus on comprehension (2nd ed.).
Katonah, NY: Richard C. Owen Publishers, Inc.
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