MODULE 1:
ADOLESCENT READING,
WRITING, AND
THINKING
1: Unit 2
1, Session
2
Unit Module
1, Session
Adolescent
Literacy – Professional Development
READING AS A LEARNING ACTIVITY
Session 1.1.2
Module 1: Unit 1, Session 2
Essential Questions
Module 1 Question
What do we know about how teens learn from
text and how can we use that knowledge to
improve our practice?
Unit 1, Session 2 Objective
To understand how approaching a text with
different goals and reading with different
purposes affects our understanding of the text
Module 1: Unit 1, Session 2
3
Reading for Understanding: A Heuristic for
Thinking about Reading Comprehension
Module 1: Unit 1, Session 2
4
WarmUp
Module 1: Unit 1, Session 2
5
Stances to Reading
Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. Ruddell & N. Unrau (Eds.), Theoretical Models
and Processes of Reading (5th ed. ed.). Newark Del.: International Reading Association.
Module 1: Unit 1, Session 2
6
WarmUp
Module 1: Unit 1, Session 2
7
How Do Purpose and Task Intersect?
Module 1: Unit 1, Session 2
8
Multiple Texts and Genres Support Learning
The Journal of geography, Volume 2
By National Council for Geographic Education, National Council of Geography Teachers (U.S.), American Geographical Society of New York
Module 1: Unit 1, Session 2
9
Instructional Strategy
The most well-researched and commonly
implemented strategy is based on the
Reciprocal Teaching Model.
Roles
Discussion leader
Summarizer
Questioner
Predictor
Module 1: Unit 1, Session 2
10
Gradual Release of Responsibility
(Campione, 1981)
Week 1
Week 2
Week 3
Week 4
Introduce the
roles and
describe how
you, as a teacher,
use these roles
when reading
text.
Assign different
roles to students
for a homework
or class
assignment. Ask
students to talk
with each other
about how
purpose
influenced what
they noticed in
the text.
Choose four
students to
discuss the
textbook reading
in front of the
class (i.e., have a
fishbowl
discussion).
Debrief with the
class what went
well or poorly.
Allow time for
students to read
their texts in
class with
assigned
Reciprocal
Teaching roles,
and discuss the
reading.
Module 1: Unit 1, Session 2
11
References
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing Inferences During Narrative
Text Comprehension. Psychological Review, 101(3), 371-395.
Kintsch, W. (1986). Learning from text. Cognition and instruction, 3(2), 87-108.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and
comprehension-monitoring strategies. Cognition & Instruction, 1(2), 117.
Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. Ruddell & N.
Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed. ed.). Newark Del.:
International Reading Association.
Zwaan, R. A., Langston, M., & Graesser, A. C. (1995). The construction of situation models in
narrative comprehension: An event-indexing model. Psychological Science, 6(5), 292297.
Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of Situation Model
Construction in Narrative Comprehension. Journal of Experimental Psychology, 21(2),
386-397.
Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and
memory. Psychological Bulletin, 123(2), 162-185.
Zwaan, R. A., Radvansky, G. A., Hilliard, A. E., & Curiel, J. M. (1998). Constructing
multidemensional situation models during reading. Scientific Studies of Reading, 2(3),
199-220.
Module 1: Unit 1, Session 2
12