Guiding Reading
Comprehension
Chapter 7
Copyright © Allyn & Bacon 2011
This multimedia product and its content are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any
image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.
Frame of Mind
 How do think-alouds, reciprocal teaching, QARs, and
QtAs model reading/thinking/learning strategies for
students as they interact with text in a discipline?
 Describe the procedures associated with each of
these instructional strategies: KWL, directed readingthinking activity (DR-TA), Guided Reading Procedure
(GRP), Intra-Act, and Discussion Web. How do these
instructional strategies support thinking and learning
with text? Which of these strategies may be
particularly useful when adapted to your content
area?
Copyright © Allyn & Bacon 2011
Frame of Mind
 Why and when should teachers use reading
guides?
 How can you modify and adapt three-level
reading guides to meet the conceptual
demands of your discipline?
Copyright © Allyn & Bacon 2011
Key Terms
 DR-TA
 QAR
 Discussion web
 QtA
 Guided Reading
 Reciprocal Teaching




Procedure (GRP)
Intra-Act
KWL
Metadiscourse
Modeling
 Scaffolding
 Semantic map
 Think-aloud
Copyright © Allyn & Bacon 2011
Instructional Strategies for Reading
Engagement
 KWL
 Intra-Act
 Guided Reading Procedure (GRP)
 Discussion Webs
Copyright © Allyn & Bacon 2011
Using Think-Alouds
 Select passage that contains points of
difficulty, ambiguities, contradictions, or
unknown words
 Have students listen as you model thinking
aloud
 Have students practice with partners
 Have students practice independently
 Encourage students to transfer the process to
other reading
Copyright © Allyn & Bacon 2011
Think-Alouds
 Develop hypotheses by making predictions
 Develop images
 Share analogies
 Monitor comprehension
 Regulate comprehension
Copyright © Allyn & Bacon 2011
Question–Answer Relationships (QARs):
Where are answers to questions found?
 In the Text:


Right There
Think and Search
 In Your Head:


Author and You
On Your Own
Copyright © Allyn & Bacon 2011
Questioning the Author
(QtA)
 Identify major understandings and potential
problems with a text prior to its use.
 Segment the text into logical stopping points
for discussion.
 Develop questions, or queries, that model
and demonstrate how to “question the
author.”
Copyright © Allyn & Bacon 2011
Guiding the QtA Discussion
 Marking
 Turning back
 Revoicing
 Modeling
 Annotating
 Recapping
Copyright © Allyn & Bacon 2011
Procedures for KWL
 Introduce the KWL strategy in conjunction
with a new topic or text selection.
 Identify what students think they know about
the topic.
 Generate a list of student questions.
Copyright © Allyn & Bacon 2011
Procedures for KWL
 Anticipate the organization and structure of
ideas that the author is likely to use in the
text selection.
 Read the text selection to answer the
questions.
 Engage students in follow-up activities to
clarify and extend learning.
Copyright © Allyn & Bacon 2011
Procedures for the Discussion Web
 Prepare your students for reading by
activating prior knowledge, raising
questions, and making predictions about the
text.
 Assign students to read the selection and
then introduce the discussion web by having
them work in pairs to generate pro and con
responses to the question.
Copyright © Allyn & Bacon 2011
Procedures for the Discussion Web
 Combine partners into groups of four to
compare responses, work toward
consensus, and reach a conclusion as a
group.
 Give each group three minutes to decide
which of all the reasons given best supports
the group’s conclusion.
Copyright © Allyn & Bacon 2011
Procedures for the Discussion Web
 Have your students follow up the whole-
class discussion by individually writing their
responses to the discussion web question.
Copyright © Allyn & Bacon 2011
Guided Reading Procedure (GRP)
 Prepare students for reading.
 Assign a reading selection.
 As students finish reading, have them turn
books face down.
 Help students recognize that there is much
that they have not remembered or have
represented incorrectly.
Copyright © Allyn & Bacon 2011
Guided Reading Procedure (GRP)
 Redirect students to their books and review
the selection to correct inconsistencies and
add further information.
 Organize recorded remembrances into
some kind of an outline.
 Extend questioning to stimulate an analysis
of the material and a synthesis of the ideas
with previous learnings.
Copyright © Allyn & Bacon 2011
Guided Reading Procedure (GRP)
 Provide immediate feedback, such as a
short quiz, as a reinforcement of short-term
memory.
Copyright © Allyn & Bacon 2011
Procedures for Intra-Act
 Comprehension
 Relating
 Valuation
 Reflection
Copyright © Allyn & Bacon 2011
Directed Reading–Thinking Activity
(DR–TA)
 Begin with the title or a quick survey of the
material. Ask, “What do you think this will be
about?” and “Why do you think so?”
 Ask students to read silently to a
predetermined logical stopping point.
 Repeat questions as suggested in step 1.
Copyright © Allyn & Bacon 2011
Directed Reading–Thinking Activity
(DR–TA)
 Continue silent reading to another suitable
point.
 Continue in this way to the end of the
material.
Copyright © Allyn & Bacon 2011
Reading Guides
 Three levels of comprehension



Literal level
Interpretive level
Applied level
 Three-level comprehension guides
Copyright © Allyn & Bacon 2011