Leseforståelse og lesestrategier
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Transcript of Leseforståelse og lesestrategier
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Leseforståelse og lesestrategier
Forsøk med fremmedspråk på barnetrinnet 15. sept 2011
Rune Andreassen, HiØ
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WWW som den viktigste informasjonskilden.
Tekstomfanget sterkt økende. Multiple tekster. Engelsk dominerer. Stadig større krav til selvinitiert lesing
og leseforståelse.3
Lesing i informasjonssamfunnet
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Selvbetjeningssamfunnet
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R = D X CLesing = Avkoding X Forståelse
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«Simple View of Reading»(Gough & Tunmer, 1986)
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Leseferdighet (leseforståelse) påvirkes av trekk ved teksten, leseren og aktiviteten:
Tekstens lesbarhet, teksttype, vokabular, setningsstruktur
Leseflyt Bakgrunnskunnskap Motivasjon Strategibruk Leseformål/leseoppgavenLeseferdighet – ikke en endelig størrelse.
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«The Complex View of Reading»
(Goldman, 2011)
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Hva er leseforståelse? Reading comprehension is the process of
simultaneously extracting and constructing meaning (The RAND Reading Study Group, 2002).
Leseforståelse innebærer å utvinne og skape mening ved å gjennomsøke og samhandle med skrevet tekst (Bråten, 2007).
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Leseforståelse handler om en interaksjon mellom leseren, leseaktiviteten og teksten. Alt innfelt i en sosiokulturell kontekst.
(Snow 2003)
Hva er leseforståelse?
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Qreg wd fhq er fghy bqfe ur ty qfs jehxi Jhfre kjfd wxcbq wusg, sdg qsg sdgZ wxfh. Judsgywteyu sdjhg zio ignsd co iksegf, qj nvy sdfi yn q l’v qks djfh. Qreg wdfhq er fghy bqfe urty qfsjehxi. Jhfre qkjfd wxcbq wusg, sdg qsg sdgZ wxfh. Judsgywt eyu sd jhg zioi gnsd ceoiegf, qj nvy sdfi uynq l’vq ksdjfh. Qreg wdfhq er fghy bqfe urty qfsje hxi. Jhfre qkjfd wxcbq wusg, sdg qsg sdgZ wxfh. Judsgywt eyu sdjhg zioig nsd coiks hsegf, qj nvy sdfi uynq l’v qksdjfh. Qreg wdfhq er fghy bqfe urty qfsjehxi. Jhfre qkjfd wxcbq wusg, sdg qsg sdgZ wxfh. Judsgywt eyu sdjhg zioignsd coiksegf, qj nvy sdfiuynq l’vqksdjfh.
Konstruksjon av situasjonmodell
Situasjonsmodell
Prosess-sykluser
Rouet, 2006
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Den prosessen vi her skal fokusere på er egentlig svært enkel. En starter med å finne fram de aktuelle elementene og sortere dem. Hvis det ikke er for mange elementer, kan de kanskje plasseres i en gruppe. En gruppe må imidlertid ikke bli for omfattende, det er også viktig å passe på at elementer i samme gruppe ikke er for ulike. Dersom disse reglene ikke følges, vil det erfaringsmessig oppstå problemer, og problemene kan fort gi - til dels store - økonomiske konsekvenser. Det neste steget i prosessen forutsetter en del spesielle hjelpemidler, og alt går selvfølgelig lettere dersom en har sørget for at alle disse er tilgjengelige for arbeidet settes i gang. Er det noe som mangler, må en først dra av gårde å skaffe seg hjelpemidlene, det kan være svært irriterende og tidkrevende. Når hele prosessen er gjennomført, må elementene sorteres en gang til, og plasseres på sine respektive plasser. Her ligger de klare til nytt bruk, og nytt bruk vil igjen føre til at den beskrevne prosessen må gjentas på nytt. I de første forsøkene kan prosessen virke komplisert, men etterhvert går den greiere, og i løpet av livet vil de fleste av oss måtte gjennomføre prosedyren svært mange ganger. Det er vanskelig å se at arbeidet noen gang kan bli overflødig, men man kan jo aldri vite.
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Omfattende og velorganisert bakgrunns-kunnskap støtter opp under læring og oppgaveløsning
Påvirker strategibruken Den viktigste enkeltfaktor i leseforståelse Breddekunnskap versus dybdekunnskap Organisert versus fragmentert kunnskap
Bakgrunnskunnskap
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Bedring av bakgrunnskunnskapen
Informative tekster med tilpasset vanskegrad
Diverse media
Andre mennesker
Variert kulturtilbud
Bakgrunnskunnskap
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Aktivisering av bakgrunnskunnskap
Aktivisering av relevant bakgrunnskunnskap
Hvordan gjøre den bakgrunnskunnskapen elevene har relevant?
Bakgrunnskunnskap
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Gode lesere er aktive, strategiske lesere
Hva gjør de egentlig?
Pressley og Afflerbach: Verbal Protocols of Reading
Leseforståelsesstrategier
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Hvordan leser ekspert-lesere ?Pressley & Afflerbachs Review av høyt-tenkningsstudier:Gode lesere er aktive lesere
Før lesing:
- Har klart for seg selv formålet med å lese teksten.- Tar et overblikk over teksten og foregriper.- Legger en plan for lesingen.- Relaterer innholdet til egen bakgrunnskunnskap.
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Ekspert-lesere (forts)• Under lesing:-Varierer lesemåten ved å gi større oppmerksomhet til informasjon som er viktig-Trekker fortløpende, men foreløpige slutninger (inferences).- Søker å integrere ideer fra forskjellige deler av teksten.- Former personlige forestillingsbilder• Etter lesing:- Konstruerer sammendrag- Gjør notater- Fortsetter å reflektere over teksten
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Leseforståelsesstrategier er mentale aktiviteter som leseren velger å iverksette for å tilegne seg, organisere og utdype informasjon fra tekst, samt for å planlegge, overvåke og styre sin egen strategibruk og forståelse. (Bråten, 2007)
Forståelsesstrategier
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Hovedkategoriene Hukommelsesstrategier Organiseringsstrategier Elaboreringsstrategier Metakognitive strategier
Leseforståelsesstrategier
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Dette skjønte jeg ikke. Jeg får lese setningen en gang til!
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Hva handler dette om? Hva vet jeg om det fra før?
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Her var det mange opplysninger! Jeg tror det viktigste er at … Enig?
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Jeg tror jeg vil klare dette bra hvis jeg gjør en innsats!
Det er egentlig ganske interessant også!
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Forståelsesundervisning; enkeltstrategier
(gjengitt etter Trabasso & Bouchard 2002)
Forståelsesovervåking (comprehension monitoring)
Grafisk organisering (tankekart) Danne mentale bilder Aktivering av bakgrunnskunnskap Lage spørsmål til teksten Oppsummering Vokabular-trening Fortellings-struktur og Samarbeidslæring
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Hvilke lesestrategier er viktige når man bruker digitale medier for å lære/forstå?
Vite hva man vil undersøke (stille spørsmål), søke og identifisere relevant informasjon fra flere kilder, vurdere informasjonen (troverdighet), integrere informasjon fra ulike kilder og kommunisere informasjon.
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Knowledge from an intervention study of Explicit Reading
Comprehension Instruction (ERCI) in Norwegian Fifth-Grade Classrooms
Rune AndreassenØstfold University College, Norway
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To investigate the implementation and effects of explicit reading comprehension instruction (ERCI) in Norwegian fifth-grade classrooms.- effect on reading strategy use- effect on reading comprehension- effect on reading motivation
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Purpose of the study
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Literature on three multiple-strategy reading comprehension programs: Reciprocal Teaching (Palincsar & Brown,
1984) Transactional Strategy Instruction (Pressley
et al. 1992) Concept-Oriented Reading Instruction
(Guthrie, Wigfield, & Perencevich, 2004) Importance of implementation data to
understand varying effects on reading outcome (Pressley, Graham, & Harris, 2006)
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Theoretical background
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1) Classroom dialogues to generate and activate background knowledge2) Reading comprehension strategy instruction (Toolbox of 4 strategies)3) Social reading interactions among students4) Motivational support (topic, text, choice)
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The ERCI-principles
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Lærebokeksempel: GAIA 6.
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Questions guiding the discussion at the first teacher seminar:
How can my classroom practice focus on students’ diversebackground knowledge and the construction of newknowledge (e.g., classroom dialogues, concept maps, thinkalouds)?
How can classroom dialogues activate relevant backgroundknowledge (e.g., asking deeper-level questions,accepting and praising different points of view, avoidingright/wrong responses, more time for student-talk opposedto teacher-talk, modeling own thinking)?
What can deeper-level questions be like (e.g., why questionsrather than who-what-where questions, thoughtprovokingquestions rather than text-based questions,in-depth questions rather than surface questions)?
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1) Classroom dialogues to generate and activate background knowledge
2) Reading comprehension strategy instruction (Toolbox of 4 strategies)
3) Social reading interactions among students
4) Motivational support (topic, text, choice)
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The ERCI-principles
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Reading strategies are deliberate, goal-directed attempts to control and modify the reader’s efforts to construct meaning from text.
Reading skills are automatic actions that result in decoding and comprehension with speed, efficency, and fluency and usually occur without awareness of the components or control involved.
Afflerbach & Pearson
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4 powerful reading strategies(From Palincsar & Brown’s Reciprocal Teaching)
Predicting, questioning, clarifying, summarizing
The Predictor The Questioner
The Clarifier
The Summarizer
«The Fabulous Four»
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Questions guiding the discussion at the second and third teacher seminar:
How can the four strategies be introduced to my students(e.g., explaining the importance of using the strategies,teacher think-alouds, use of four characters to represent thestrategies, posters with the characters on classroom walls)?
How can my students be taught to use the strategies (e.g.,repeated modeling, reading aloud and employing strategiestogether with the students, cooperative reading groups,scaffolding students’ strategy use, reminding strategy use)?
How can modeling help my students learn the strategies(e.g., observing best practice, modeling for each other bythinking aloud)?
How can I create progression (e.g., from teacher modelingand scaffolding to students modeling for each other tostudents self-regulating strategy use, from teaching onestrategy at a time to teaching all strategies together)?
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1) Classroom dialogues to generate and activate background knowledge
2) Reading comprehension strategy instruction (Toolbox of 4 strategies)
3) Social reading interactions among students
4) Motivational support (topic, text, choice)
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The ERCI-principles
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This was a difficult part of the text! I think the main idea is that … Agree?
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Questions guiding the discussion at the fourth teacher seminar:
How can social interactions during reading and strategyuse be organized in my classroom (e.g., small groups (4-5students), peer teaching, progression from teacher-ledwhole class activities to student-led cooperative groups)?Which criteria can be used to create groups (e.g.,heterogeneity regarding reading ability, separation ofparticular students)?What are good cooperation skills (e.g., using low voice,listening, asking for explanations, giving positive feedback,specific and concrete criticism)?How can students be taught to cooperate (e.g., teacherdemonstrations, more proficient groups modeling for lessproficient groups, cooperation support by teacher, groupevaluation at the end of lessons)?How can struggling readers be helped (e.g., better readersreading aloud or together with struggling readers, groupsreading together, temporary homogeneous groups forstruggling readers)?
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1) Classroom dialogues to generate and activate background knowledge
2) Reading comprehension strategy instruction (Toolbox of 4 strategies)
3) Social reading interactions among students
4) Motivational support (topic, text, choice)
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The ERCI-principles
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Motivational support leads to reading motivation which leads to behavioral engagement (John Guthrie)
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Questions guiding the discussion at the fifth teacher seminar:
How can students be introduced to and become interestedin the topic of study? (e.g., classroom dialogues, real-worldexperiences, field trips to historical places, visitingmuseums, diverse learning materials, interesting books)?To what extent may students choose subtopics of particularinterest (from few choices in the beginning to graduallymore choices according to interests)?To what extent may students choose books according tointerests (topic-relevant trade books that the students mightselect made available through the local library, guidance ofstudents to select texts according to interests and readingskills)?
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What are the effects of teachers’ implementation of the ERCI principles on fifth graders’ reading strategy use, reading comprehension, and reading motivation?
How are the effects (or lack of effects) related to the quality of the implementation of the instructional principles?
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Research questions
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Experimental group: 103 fifth-grade students from five classrooms (three different schools),
+ their teachers. Control group: 113 fifth-grade students from six
classrooms (three different schools) + their teachers.
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Participants
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PRETEST (Dec. 5th grade)
•Reading strategy use•Reading comprehension
(standadized SRT)•Reading motivation
- intrinsic- extrinsic
•Working memory•Word recognition
POSTTEST (June 5th gr.)
•Reading strategy use•Reading comprehension (three tests)•Reading motivation
-intrinsic-extrinsic
Process- and implementation data: structured classroom observations and questionnaires.
Variables
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English translation: They biked down to the beach with their bathing clothes and towels behind the seat. The boys in front and the girls far behind.
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The reading comprehension measures
1) Sentence Reading Test (SRT)
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2) Maze task
Example:The Ashanti-people in Ghana love to (ask – answer – tell) stories. Many of the stories are about the spider. Here it is called Anansi. Listen:
If you look carefully you can (go – see – look) that Kwaku Anansi, the spider, is bald-headed.
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3) Multiple-choice task with text available
Example:
The ones that should be most frightened of the spiders are…a small and big fishes.b people.c the insects.d the bamboo plant.
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4) Multiple-choice task with text NOT availableText from a sosial subjects topic. More inference questions.
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Implementation quality analysisPRINCIPLES IMPL.QUALITY PROBLEMS
1) Background knowledge acti-vating classroom dialogues.
Proper
2) Strategy instruction
Proper Modelling
3) Small-group sosial interactions
Poor Small-group reading dialogues (reciprocity)
4) Students’ topic interest – text interactions
Poor First hand experiencesInteresting textsStudents’ choice
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- effect on reading strategy use? - effect on reading comprehension? - effect on reading motivation?
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Results+++O
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ERCI students outperformed the control group with respect to reading strategies.
ERCI students did significantly better on only one measure of reading comprehension.
ERCI students did not better on reading motivation.
Certain aspects of ERCI (reading-dialogue group, allowing for choices, and use of interesting texts) were difficult for Norwegian teachers to translate into classroom practice.
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Conclusions and implications
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Inadequate implementation of these aspects may constrain the outcome on reading comprehension and motivation.
Implementation and process data are needed in intervention studies to explain their outcomes.
Teachers may need extensive preparation, support, and time to implement new approaches to intruction.
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