READ 346 Study Guide Questions and
answers.
New Idea of Text - (correct answer) -
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"Any configuration of signs that provides a potential for meaning" --
gfgf gf gf gf gf gf gf gf gf gf gf
> Ex. clothing, graffiti, architecture, sports, and new technologies. *If you are deriving a message from it,
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
you are reading it.*
gf gf gf
It is the teacher's role to recognize how thinking, reading, and communicating are inseparable from the c
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ontent of the disciplines and, therefore, must become part of the instructional practices in science, histor
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
y, math, and all other subjects.
gf gf gf gf gf
Literacy and learning in the content areas and disciplines are one in the same!
gf gf gf gf gf gf gf gf gf gf gf gf gf
Reading Comprehension - (correct answer) - A complex, developmental, contextual process
gf gf gf gf gf gfgf gf gf gf gf
Developmental - one's ability to understand text continues to increase throughout life. gf gf gf gf gf gf gf gf gf gf gf
Contextual - Meaning making is bounded by place, history, social interaction, and function.
gf gf gf gf gf gf gf gf gf gf gf gf
It cannot be assumed that once students are taught to read in elementary school, they are set for life. Ski
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
lls and abilities for text comprehension developed in their elementary years are not adequate for the cha
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
llenges of increasingly complex text students find in middle school and beyond.
gf gf gf gf gf gf gf gf gf gf gf
There is plenty of evidence that skills and abilities for successful comprehension developed in the eleme
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ntary years are not adequate for the challenges of increasingly complex text students find in middle scho
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ol and beyond. Every new text and reading situation requires a refined application of literacy skills and a
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
bilities. This is especially true of content-area and disciplinary literacy.
gf gf gf gf gf gf gf gf gf
,Our overall goal as comprehenders is to use literate practices to make sense of and to act on our worlds.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
Cognitive Dimension of Comprehension - (correct answer) -
gf gf gf gf gf gf gf
Comprehension as a cognitive process is concerned with the skills, strategies, and background knowled
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf
ge of the reader. All of a youth's cognitive abilities must come into play when they are trying to understa
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
nd such varied texts as a chapter on the bicameral nature of the US government, etc.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
Skills - decoding, fluency, abstract thinking
gf gf gf gf gf
Strategies - gf
summarizing, critical thinking, metacognitive awareness, setting purpose, asking questions, creating me
gf gf gf gf gf gf gf gf gf gf gf
ntal images; fix- gf gf
up strategies (rereading, seeking help from an expert, creating a visual aid, asking questions and seeking
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
for answers, etc.).
gf gf
Background knowledge - gf gf
rich and varied funds of knowledge. Youth who have these are likely to possess well-
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
developed knowledge structures or schemas that allow them to comprehend texts at deeper levels.
gf gf gf gf gf gf gf gf gf gf gf gf gf
CCSS seeks to have them think like scientists when reading scientific texts, like historians when reading s
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ocial studies texts, etc. This requires processes such as asking contextually relevant questions, developin
gf gf gf gf gf gf gf gf gf gf gf gf gf
g a framework for the details, paying attention to the precise use of words and sentences, reading activel
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
y by organizing details, and asking questions, as well as annotating deliberately.
gf gf gf gf gf gf gf gf gf gf gf
Consider the different purposes for reading!
gf gf gf gf gf
-Scientists read by using representations and models to analyze situations and solve problems.
gf gf gf gf gf gf gf gf gf gf gf gf
-
Historians need to organize info around multiple sources to determine the veracity of sources and asserti
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ons.
Textual Dimension of Reading Comprehension - (correct answer) -
gf gf gf gf gf gf gf gf
Consider how the structure and properties of prose and other texts interact with and stimulate a reader
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
's capacity for constructing and using meaning.
gf gf gf gf gf gf
,A text is not difficult or easy in its own right but rather difficult or easy relative to a person's abilities, ent
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
husiasm, perspective, and level of support from a teacher.
gf gf gf gf gf gf gf gf
A person's cognition and motivation as well as the contextual and relational factors of the setting in whic
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
h they are reading influence the degree to which a text is comprehensible
gf gf gf gf gf gf gf gf gf gf gf gf
Ex. An 8th grader may have limited knowledge of science facts and concepts but may achieve a moderat
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
e degree of success with the class textbook if the author included structures and features designed to su
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
pport novice readers of science.
gf gf gf gf
Microstructure features - gf gf
signal the relationships between and among information and ideas, such as connective, conjunctions, pr
gf gf gf gf gf gf gf gf gf gf gf gf gf gf
onouns, and overlapping sentences. gf gf gf
Macrostructure - gf
features that tie the overall text together, including titles and subheadings, typographic clues, introduct
gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ory statements, advance organizers, outlines, summaries, and logical patterns of organization.
gf gf gf gf gf gf gf gf gf gf
Adding to the challenges posed by complex and inconsiderate text is the need for adolescents to be sensi
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
tized to disciplinary text genres. Making students aware of the characteristics, genres, and style of discipl
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
inary text will help them read more like a disciplinary insider and thus develop practices for comprehensi
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
on appropriate to language and literature, science, social studies, math, and the other content domains.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf
Considerate Texts - (correct answer) - gf gf gf gf gf
Written and formatted in ways to help intended readers follow the ideas easily; considerate text is achie
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ved when authors: gf gf
-Effectively communicate their purpose or aim gf gf gf gf gf
-Consider their audience and provide sufficient background info
gf gf gf gf gf gf gf
-
Have a focus and share that focus with the readers via an overall organization or macrostructure (e.g., he
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
adings, subheadings, main ideas that are linked to each other, etc.)
gf gf gf gf gf gf gf gf gf gf
, -
Have a focus and share that with readers through a microstructure that provides development via examp
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
les, anecdotes, supporting details, explanations, and quotations from primary sources.
gf gf gf gf gf gf gf gf gf
-Employ clear use of graphic elements such as tables, charts, and graphic organizers.
gf gf gf gf gf gf gf gf gf gf gf gf
-Use a style of writing that is clear and explicit.
gf gf gf gf gf gf gf gf gf
The Personal Dimension - (correct answer) - Issues of engagement, identity, agency, and goals.
gf gf gf gf gf gf gfgf gf gf gf gf gf gf
Understand that in a classroom, there are students of varying characteristics: Multiple cultural backgrou
gf gf gf gf gf gf gf gf gf gf gf gf gf
nds, motivation levels, self-confidence levels, eagerness levels, reading/
gf gf gf gf gf gf gf
writing skill levels, background knowledge levels, etc.
gf gf gf gf gf gf
Ignoring this dimension when setting expectations for reading often leads to disappointment and frustra
gf gf gf gf gf gf gf gf gf gf gf gf gf
tion for both teacher and students. This is because individual personal attitudes play a vital role in the re
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ading, learning, and remembering process.
gf gf gf gf
Offering students choices of texts and options for responding to them encourages investment in their ow
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
n learning, which has been shown to improve comprehension.
gf gf gf gf gf gf gf gf
Find ways to build youth's literate identities. The more than text can be engaging & relevant for them, th
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
e more confident they become in their identities as capable readers and meaning makers.
gf gf gf gf gf gf gf gf gf gf gf gf gf
The Social Dimension - (correct answer) -
gf gf gf gf gf gf
Making, extracting, and using meaning is a social process. An individual's meaning making is understand
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
able only when it is viewed in relation to others. -
gf gf gf gf gf gf gf gf gf gf
Ex. examining different types of language (i.e., slang vs. academic language).
gf gf gf gf gf gf gf gf gf gf gf
Even when reading in private, you are not alone -
gf gf gf gf gf gf gf gf gf
you are interacting with an author who holds other ideas, points of view, styles of expression, etc.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
It considers the various types of learners in the room as some learners need a moment to process inform
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ation before they can share.
gf gf gf gf
answers.
New Idea of Text - (correct answer) -
gf gf gf gf gf gf gf
"Any configuration of signs that provides a potential for meaning" --
gfgf gf gf gf gf gf gf gf gf gf gf
> Ex. clothing, graffiti, architecture, sports, and new technologies. *If you are deriving a message from it,
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
you are reading it.*
gf gf gf
It is the teacher's role to recognize how thinking, reading, and communicating are inseparable from the c
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ontent of the disciplines and, therefore, must become part of the instructional practices in science, histor
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
y, math, and all other subjects.
gf gf gf gf gf
Literacy and learning in the content areas and disciplines are one in the same!
gf gf gf gf gf gf gf gf gf gf gf gf gf
Reading Comprehension - (correct answer) - A complex, developmental, contextual process
gf gf gf gf gf gfgf gf gf gf gf
Developmental - one's ability to understand text continues to increase throughout life. gf gf gf gf gf gf gf gf gf gf gf
Contextual - Meaning making is bounded by place, history, social interaction, and function.
gf gf gf gf gf gf gf gf gf gf gf gf
It cannot be assumed that once students are taught to read in elementary school, they are set for life. Ski
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
lls and abilities for text comprehension developed in their elementary years are not adequate for the cha
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
llenges of increasingly complex text students find in middle school and beyond.
gf gf gf gf gf gf gf gf gf gf gf
There is plenty of evidence that skills and abilities for successful comprehension developed in the eleme
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ntary years are not adequate for the challenges of increasingly complex text students find in middle scho
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ol and beyond. Every new text and reading situation requires a refined application of literacy skills and a
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
bilities. This is especially true of content-area and disciplinary literacy.
gf gf gf gf gf gf gf gf gf
,Our overall goal as comprehenders is to use literate practices to make sense of and to act on our worlds.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
Cognitive Dimension of Comprehension - (correct answer) -
gf gf gf gf gf gf gf
Comprehension as a cognitive process is concerned with the skills, strategies, and background knowled
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf
ge of the reader. All of a youth's cognitive abilities must come into play when they are trying to understa
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
nd such varied texts as a chapter on the bicameral nature of the US government, etc.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
Skills - decoding, fluency, abstract thinking
gf gf gf gf gf
Strategies - gf
summarizing, critical thinking, metacognitive awareness, setting purpose, asking questions, creating me
gf gf gf gf gf gf gf gf gf gf gf
ntal images; fix- gf gf
up strategies (rereading, seeking help from an expert, creating a visual aid, asking questions and seeking
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
for answers, etc.).
gf gf
Background knowledge - gf gf
rich and varied funds of knowledge. Youth who have these are likely to possess well-
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
developed knowledge structures or schemas that allow them to comprehend texts at deeper levels.
gf gf gf gf gf gf gf gf gf gf gf gf gf
CCSS seeks to have them think like scientists when reading scientific texts, like historians when reading s
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ocial studies texts, etc. This requires processes such as asking contextually relevant questions, developin
gf gf gf gf gf gf gf gf gf gf gf gf gf
g a framework for the details, paying attention to the precise use of words and sentences, reading activel
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
y by organizing details, and asking questions, as well as annotating deliberately.
gf gf gf gf gf gf gf gf gf gf gf
Consider the different purposes for reading!
gf gf gf gf gf
-Scientists read by using representations and models to analyze situations and solve problems.
gf gf gf gf gf gf gf gf gf gf gf gf
-
Historians need to organize info around multiple sources to determine the veracity of sources and asserti
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ons.
Textual Dimension of Reading Comprehension - (correct answer) -
gf gf gf gf gf gf gf gf
Consider how the structure and properties of prose and other texts interact with and stimulate a reader
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
's capacity for constructing and using meaning.
gf gf gf gf gf gf
,A text is not difficult or easy in its own right but rather difficult or easy relative to a person's abilities, ent
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
husiasm, perspective, and level of support from a teacher.
gf gf gf gf gf gf gf gf
A person's cognition and motivation as well as the contextual and relational factors of the setting in whic
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
h they are reading influence the degree to which a text is comprehensible
gf gf gf gf gf gf gf gf gf gf gf gf
Ex. An 8th grader may have limited knowledge of science facts and concepts but may achieve a moderat
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
e degree of success with the class textbook if the author included structures and features designed to su
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
pport novice readers of science.
gf gf gf gf
Microstructure features - gf gf
signal the relationships between and among information and ideas, such as connective, conjunctions, pr
gf gf gf gf gf gf gf gf gf gf gf gf gf gf
onouns, and overlapping sentences. gf gf gf
Macrostructure - gf
features that tie the overall text together, including titles and subheadings, typographic clues, introduct
gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ory statements, advance organizers, outlines, summaries, and logical patterns of organization.
gf gf gf gf gf gf gf gf gf gf
Adding to the challenges posed by complex and inconsiderate text is the need for adolescents to be sensi
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
tized to disciplinary text genres. Making students aware of the characteristics, genres, and style of discipl
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
inary text will help them read more like a disciplinary insider and thus develop practices for comprehensi
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
on appropriate to language and literature, science, social studies, math, and the other content domains.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf
Considerate Texts - (correct answer) - gf gf gf gf gf
Written and formatted in ways to help intended readers follow the ideas easily; considerate text is achie
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ved when authors: gf gf
-Effectively communicate their purpose or aim gf gf gf gf gf
-Consider their audience and provide sufficient background info
gf gf gf gf gf gf gf
-
Have a focus and share that focus with the readers via an overall organization or macrostructure (e.g., he
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
adings, subheadings, main ideas that are linked to each other, etc.)
gf gf gf gf gf gf gf gf gf gf
, -
Have a focus and share that with readers through a microstructure that provides development via examp
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
les, anecdotes, supporting details, explanations, and quotations from primary sources.
gf gf gf gf gf gf gf gf gf
-Employ clear use of graphic elements such as tables, charts, and graphic organizers.
gf gf gf gf gf gf gf gf gf gf gf gf
-Use a style of writing that is clear and explicit.
gf gf gf gf gf gf gf gf gf
The Personal Dimension - (correct answer) - Issues of engagement, identity, agency, and goals.
gf gf gf gf gf gf gfgf gf gf gf gf gf gf
Understand that in a classroom, there are students of varying characteristics: Multiple cultural backgrou
gf gf gf gf gf gf gf gf gf gf gf gf gf
nds, motivation levels, self-confidence levels, eagerness levels, reading/
gf gf gf gf gf gf gf
writing skill levels, background knowledge levels, etc.
gf gf gf gf gf gf
Ignoring this dimension when setting expectations for reading often leads to disappointment and frustra
gf gf gf gf gf gf gf gf gf gf gf gf gf
tion for both teacher and students. This is because individual personal attitudes play a vital role in the re
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ading, learning, and remembering process.
gf gf gf gf
Offering students choices of texts and options for responding to them encourages investment in their ow
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
n learning, which has been shown to improve comprehension.
gf gf gf gf gf gf gf gf
Find ways to build youth's literate identities. The more than text can be engaging & relevant for them, th
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
e more confident they become in their identities as capable readers and meaning makers.
gf gf gf gf gf gf gf gf gf gf gf gf gf
The Social Dimension - (correct answer) -
gf gf gf gf gf gf
Making, extracting, and using meaning is a social process. An individual's meaning making is understand
gfgf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
able only when it is viewed in relation to others. -
gf gf gf gf gf gf gf gf gf gf
Ex. examining different types of language (i.e., slang vs. academic language).
gf gf gf gf gf gf gf gf gf gf gf
Even when reading in private, you are not alone -
gf gf gf gf gf gf gf gf gf
you are interacting with an author who holds other ideas, points of view, styles of expression, etc.
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
It considers the various types of learners in the room as some learners need a moment to process inform
gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf gf
ation before they can share.
gf gf gf gf
