6. Causal network analysis
Epaminondas Story Epaminondas Story
Van den Broek,P., Kendou, P., Kremer, K., Lynch, J.
Butler, J., White, M., and Pugzles Lorch, E. (2005,
p. 112-13)
7. How do we build a comprehension model?
Comprehension Model Literary Elements
• A spatial-temporal framework • Character/ Characterization
– spatial locations, time frames • diction
• Entities • Plot
– people, objects, ideas, • Setting
• Properties of entities • Point of View
– color, emotions, goals, shape, • Theme
etc.
• Tone
• Relational information
• Voice
– spatial, temporal, causal,
ownership, kinship, social, etc. • Word choice
8. Reading & Classroom
Assessment
1. Literacy Coaching
a) Use rubric and fluency scale for
literacy coaching.
2. Oral Interpretation
a) Use Girl Assignment
9. Comprehension measures for reflect aloud using the event indexing model --
Studen Boo Fl D Pro Sit Plo Set Char Them PO Tone W Voice/ Genr Autho
t k ec p t e V C Diction e r
o
d
e
Scoring 4 3 2 1 0
Defined Meaning in Mentioned Cued/ Cued/ Absent
context Explained Recognize Recognize
Detailed Term term
Description Explained
10. Modified fluency with play and agency
1 I have chosen a challenging book. I read with hesitation with emphasis on single words—I am trying to learn them
in isolation from one another. The "flow" in my reading is a little clunky like a telegraph with word-by-word
reading.
2 I just read with two to three word phrasing.
My reading seems very hesitant, like I might be unsure, with considerable pausing. I am blending and decoding the
words. I am naming the words rather than letting them flow.
3 I am pausing for ending punctuation, but am not making inflection changes from sentence to sentence. I read in
phrases but I am lacking in tone necessary in fluent understandable reading.
4 Most of the time, I have, "flow" and phrasing. It is like telling a story to my friends, with vocal intonation and prosody
that indicates awareness of punctuation for pausing and breath, and appropriate inflection (i.e., happy voice).
I should be doing Shakespeare! My performance is characterized by reading that generally "flows."My voice
5 changes to reflect meaning changes in the passage. My inflections are consistently appropriate, and my
reading is fluent and smooth, generally easy to listen to and understood.
Adapted from Table 1. from Marston, Mansfield, cited in (pg. 81
Heineman, in Fountas and Pinnell, 1996) by Dubbels (2005).
11.
12. Characteristics of readers
L Low comp
High High comp
E
fluency High fluency
V
E
L
of
F
L
U
E
N
C Low comp High comp
Y Low fluency Low fluency
ability to comprehendin dialogic method /create a model
13. 40 38
Comparison of student 35
performance
The categories for 05-06 performance 30
was based upon the Minnesota Basic
Skills Test
25 24
The 06-07 scores were based upon the 21 Grade 7 (05-
MCA2 06)
20
16 Grade 8 (05-
All students were taught by one
15 06)
teacher each year.
Grade 8 (06-
I taught the 06-07 year using a much 10 07)
harder test with an emphasis on
games and play.
5
Specifically: Games unit, multimedia
units, sketch up, Etc.
0
Exceed Meets Partial Does
not
14. Research Questions
• Will a video game that emphasizes sensorimotor
experience provide greater recall and problem
solving as compared to viewing a video, or
reading a printed text?
• Will performance in the reading condition
improve if it follows the game or the viewing
condition?
• How does the identification of causation predict
building a mental representation and problem
solving?
18. Redescription the AAA Way
• Average
• 1 + 1 + 1 = 3/3= 1
• Mean
• Symbolic shorthand
19. The brain is for action
A successful theory of
cognition and its application
will require recognition of that
fact.
M. Montessori (1967),
Research on instruction that
emphasizes congruent
sensorimotor experience and
visualization has been found to
improve the ability to
comprehend, read fluently, and
solve problems.
(Glenberg, Brown & Levin, 2007;
Glenberg, Gutierrez, Levin, & Japuntich, 2004).
20. Embodiment &
Developmental
Research Suggests
Perceptual
knowledge is
transformed to
conceptual
knowledge and
schema construction
through identification
affordances of
action, and potential
action which we use
to construct situation
models to relate to
context, for, and
usage.
It was important to connect what I was learning in discourse processing in psycholinguistics to what I was doing in the classroom, as well as for the state standardized tests. I was given permission by my principal to attend the Minnesota DoE workgroup on the new Minnesota Comprehensive Assessment. My work on the test made me wonder about the way we were preparing for tests and the DoE’s expectation that if teachers teach to the standards, this would translate into better test scores. I was very troubled by this disconnection in expectation about practice, as well as the principles for the test design; such as lexile scores and Bloom’s taxonomy. The apparent lack of validity was troubling.Rather than asking any more questions, I decided that I would integrate what I was learning about reading comprehension in my graduate courses and see how they worked to drive instruction.
I did this because I was simply frustrated with what I was being told by my TAPP mentors and the “reading specialist”. That I needed to understand Bloom’s Taxonomy and Lexile scores. This did not add up. I was invited by the DoE to work on the panels for the MCA2, and my principal was generous enough to let me participate. It was here that I was told that teaching the standards would prepare the students, but their brochure for teachers was basically lost in translation.
What I wanted to do was to have a transfer of power. I modified the fluency rubric my district used for CBM– content based measures. My approach was an attempt to coach comprehension and strategic reading by emphasizing the event indexing model.
Rather than doing what was always done, I created a curriculum that emphasized linguistic comprehension.In 2005-06, I was recognized for doing interesting things with games in the classroom. This TV report was one of the many media outlets that did stories on my middle school students and their study of video games as narratives. What I did in this unit on games was to emphasize linguistic comprehension and then leverage it with print literacy.
The technology is in the way that we design instruction. The use of games is not enough. They need to have thoughtful integration into learning abstractions and concept development.Montessori instruction acknowledges this with early childhood education. But many children from poverty do not get this experience. They are immediately put into a process that begins with memorization of the alphabet with the addition of phonics instruction, rhyming, sight words, blending, etc. These are important, but what if the child does not have the experience in the world?
