3-2-1 Reading Response:
Three things I learned are:
1) I learned about the schema theory; the schema theory is a hypothesis that explains how information we have stored in our minds helps us gain new knowledge. Schemas can refer to anything such as: concepts, events, emotions, and roles all drawn from every individuals own personal life experiences.
2) There are two phases of mental processing: the construction phase and the integration phase. The construction phase is lower-level processes such as: activating prior knowledge and experiences, retrieving word meaning…etc. The integration phase is when ideas from the text are connected to ones own prior knowledge.
3) There are five research-supported strategies as the most critical keys for focused instruction on teaching students reading comprehension: 1) activating prior knowledge, 2) questioning, 3) analyzing text structure, 4) creating mental or visual images, and 5) summarizing.
Two connections I made:
- In my fieldwork, I am in a 2nd grade class and I had the opportunity to observe a reading workshop where these five comprehension skills were being taught and used by students. I noticed that similar to in this reading my fieldwork teacher allowed the students ample time to discuss their ideas and thoughts about the text rather than focus her lesson on lecturing. The reading also mentioned discussion based lessons is the best way to teach students reading comprehension.
- I don’t remember my elementary school teachers creating reading workshops for the class. I remember more lecture based instruction and then independent work, but my memories from then are very vague.
One thing I am wondering about is why in the beginning of the reading it talks about reading comprehension being a seven step strategy process, but in the end it becomes a five step strategy? Why five? What happened to the seven?