Topic: is the list of "effective reading strategies" a load of shit?
boof started this discussion 3 years ago #109,783
For reading comprehension, the irony is that I don't fucking understand what the fuck half this shit is on about. fuckin bafflegab.
https://choiceliteracy.com/article/what-are-the-seven-reading-comprehension-strategies/
https://choiceliteracy.com/article/what-are-the-seven-reading-comprehension-strategies/
Anonymous B joined in and replied with this 3 years ago, 6 hours later[^] [v] #1,224,864
Mumbo jumbo
boof (OP) replied with this 3 years ago, 3 hours later, 10 hours after the original post[^] [v] #1,224,870
To get some clarity, it helps to see other lists of what is supposed to be the same thing. The first insight one gets is that there is no definitive list, as the lists are not the same. The commonality is that the main source is some fellow called Mr. Pearson. I found a youtube video with him talking -- I'll see if he is better at saying what he means than the second-hand sources.
https://www.adlit.org/topics/comprehension/teach-seven-strategies-highly-effective-readers
https://choiceliteracy.com/article/what-are-the-seven-reading-comprehension-strategies/
https://www.adlit.org/topics/comprehension/teach-seven-strategies-highly-effective-readers
https://choiceliteracy.com/article/what-are-the-seven-reading-comprehension-strategies/
Anonymous C joined in and replied with this 3 years ago, 1 day later, 1 day after the original post[^] [v] #1,224,966
Get that GED, and then we’ll talk. Thanks.
boof (OP) replied with this 3 years ago, 2 hours later, 1 day after the original post[^] [v] #1,224,973
I watched the video, and he did not discuss some special set of seven strategies, though there was some explanation. I conclude that these lists are too short on detail to be useful, and the items require time and demonstration to be properly understood. The language used in the lists tends to be too much of a lift out of academic writing meant for other academics, and not for people who can use the information to become better at understanding text. The first list has, I suspect, an error where text meant to describe "prediction" was copied and misplaced for the item "inferring".
Anonymous D joined in and replied with this 2 years ago, 12 hours later, 2 days after the original post[^] [v] #1,225,009
WOO WOO
boof (OP) replied with this 2 years ago, 7 hours later, 2 days after the original post[^] [v] #1,225,053
Now this source, while fleshing out what is meant by "activating", leans too heavily in the academic wordiness and justifications. I will offer my succinct version in the next post.
https://www.readingrockets.org/article/key-comprehension-strategies-teach
Activating and Using Background Knowledge
This strategy requires readers to activate their background knowledge and to use that knowledge to help them understand what they are reading. Background knowledge is made up of a person's experiences with the world (including what he or she has read), along with his or her concepts for how written text works, including word identification, print concepts, word meaning, and how text is organized. Research has established that readers' existing knowledge is critical in determining their ability to comprehend what they read.
One of the most important contributions made by cognitive scientists to the understanding of how comprehension works is schema theory. This theory is based on how people organize and activate their knowledge.
According to schema theory, as people learn about the world, they develop a large network of knowledge structures, or schemas, with each schema connected to many others. These schemas grow and change as a person acquires new information through experience and reading. For example, a very young child's schema for dog might contain only her or his understanding of the family pet — something white, furry, and fun to play with. As the child gains more experiences with a variety of dogs in a variety of settings, the dog schema will expand and be refined. It may connect to other schema — types of dogs; colors of dogs; foods dogs eat; places where dogs stay when the family is on vacation; dangerous dogs; who veterinarians are; and locations of important dog shows.
When they applied schema theory to reading comprehension, cognitive scientists found that good readers constantly connect their background knowledge to the new knowledge they encounter in a text. In fact, they appear to activate a schema as soon they begin to read. The initial schema then activates others, thus directly affecting how readers understand and react to a text.
Schemas that are related to text organization are especially important to comprehension. Having knowledge of a text's organization improves students' understanding of that text.
https://www.readingrockets.org/article/key-comprehension-strategies-teach
Activating and Using Background Knowledge
This strategy requires readers to activate their background knowledge and to use that knowledge to help them understand what they are reading. Background knowledge is made up of a person's experiences with the world (including what he or she has read), along with his or her concepts for how written text works, including word identification, print concepts, word meaning, and how text is organized. Research has established that readers' existing knowledge is critical in determining their ability to comprehend what they read.
One of the most important contributions made by cognitive scientists to the understanding of how comprehension works is schema theory. This theory is based on how people organize and activate their knowledge.
According to schema theory, as people learn about the world, they develop a large network of knowledge structures, or schemas, with each schema connected to many others. These schemas grow and change as a person acquires new information through experience and reading. For example, a very young child's schema for dog might contain only her or his understanding of the family pet — something white, furry, and fun to play with. As the child gains more experiences with a variety of dogs in a variety of settings, the dog schema will expand and be refined. It may connect to other schema — types of dogs; colors of dogs; foods dogs eat; places where dogs stay when the family is on vacation; dangerous dogs; who veterinarians are; and locations of important dog shows.
When they applied schema theory to reading comprehension, cognitive scientists found that good readers constantly connect their background knowledge to the new knowledge they encounter in a text. In fact, they appear to activate a schema as soon they begin to read. The initial schema then activates others, thus directly affecting how readers understand and react to a text.
Schemas that are related to text organization are especially important to comprehension. Having knowledge of a text's organization improves students' understanding of that text.
Anonymous C replied with this 2 years ago, 46 seconds later, 2 days after the original post[^] [v] #1,225,054
boof (OP) replied with this 2 years ago, 1 minute later, 2 days after the original post[^] [v] #1,225,055
in other words: Readers may find it helpful to allow themselves to be reminded of other things as they read.
Anonymous C replied with this 2 years ago, 6 minutes later, 2 days after the original post[^] [v] #1,225,058
boof (OP) replied with this 2 years ago, 2 hours later, 2 days after the original post[^] [v] #1,225,062
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!MLHqI35Srs joined in and replied with this 2 years ago, 3 days later, 6 days after the original post[^] [v] #1,225,319
Did you leave pre-proto-pre-K?