Inferences: Things that make you go hmmmmm
•Transferir como PPTX, PDF•
1 gostou•653 visualizações
This document discusses reading comprehension strategies and how prior knowledge and schema can impact a reader's ability to make inferences. It specifically looks at how incorporating graphic organizers and adjusting the type of inference required based on text can improve comprehension for students. The document presents results from an intervention study that showed comprehension and inference-making improved more when students were asked to reorder information depending on the type of inference needed to understand the text. It also honors a beloved pet named Willow Brooks who is still alive.
Recomendados
Recomendados
Mais conteúdo relacionado
Semelhante a Inferences: Things that make you go hmmmmm
Semelhante a Inferences: Things that make you go hmmmmm (20)
Mais de Elizabeth Swaggerty
Mais de Elizabeth Swaggerty (8)
Último
Último (20)
Inferences: Things that make you go hmmmmm
- 1. Things That Make You Go HMMMMM?! Ashley Brooks MAEd- READ ECU Graduate Student Dr. Elizabeth Swaggerty-ECU
- 3. Text Clues Clues directly from text http://www.mycutegraphics.com/graphics/detective/de tective-and-dog-investigating-clues.html
- 4. Schema/Prior Knowledge “Reading is a process of actively constructing of meaning and connecting prior knowledge with new information” (Pearson, Dole, Roeler, and Duffy, 2007). There are three kinds of prior knowledge or schema: 1. Specific knowledge about topic of the text 2. General world knowledge about social relationships and casual structures 3. Knowledge about the text’s organization (genre)
- 5. We’ve all heard that…. http://earlychildhood-yearsix.blogspot.com/2012_12_01_archive.html
- 7. Results of Text +Schema=Inference 87.5 75 87.5 56.3 62.5 85.7 57.1 66.7 50 57.1 0 10 20 30 40 50 60 70 80 90 100 Child 1 Child 2 Child 3 Child 4 Child 5 Pre-intervention Treatment 1
- 8. But Did You Know??? https://languageartstheoryandpractice.wikispaces.com/Reading+at+the+secondary+scho ol+level
- 9. Schema Getting in the Way http://www.cartoonmotivators.com/Roadblock.html
- 11. Graphic Organizer Adjustment : Text + Inference = Schema 85.7 57.1 66.7 50 57.1 87.5 92.9 81.3 75 75 0 10 20 30 40 50 60 70 80 90 100 Child 1 Child 2 Child 3 Child 4 Child 5 Pre-intervention Treatment 1 Treatment 2
- 12. Type of Inference Matters Reorder Depending on Type of Inference Leads to Comprehension
- 14. RIP: Beloved Willow Brooks Willow Brooks Our Beloved You will never be forgotten 2004-2014
- 15. Meet Willow (She’s 1 years old and still very much alive )
Notas do Editor
- Swaggerty will introduce both of us: Endeavor Charter School Focus: Reading Comprehension, specifically inferring Exceptional Children’s Teachers, Grades K-3
- Review what making inferences are…… “As you already know, inferring is comprised of questioning, making predictions, thinking about text clues, using prior knowledge to draw conclusions.” All these things help us to form inferences as we read.
- *Role of text clues….. Text clues handout
- Research generally supports the notion that text clues come together nicely to fit with prior knowledge, to form an overall inference. Generally they work together like a puzzle piece, as long as text clues are being processed correctly and schema is aligned.
- For my study, I wanted my students to demonstrate more independence in this area. By following the gradual release model and heavily monitoring their transitional stages, I knew they were ready for more independence. Based on literature, a graphic organizer was utilized in a way that supports prior research findings.
- Decline from pre-intervention Identifying a major component when analyzing data (during and after sessions).
- Kids schema was having a negative impact on my students inferring ability b/c they were applying too much and forming assumptions based on the few schema resources they are using in this process.
- B/c I noticed their schema impacting, I prompted the students to reorder the way they were using the graphic organizer. I had them transition to text, inference, then schema to help support their inference.
- Note child 2’s data. All went up Talk about these specific children – 2 IEP and other 3 remediation
- Handout – identify ones that were the source of overly applying schema (5 out of 10 Major Types of Inferences in Literature)
- What would you infer from this picture? Assuming that most of you have either had or made pumpkin pie, we probably all had this same inference.
- Probably inferred child Probably inferred sad feelings Wondering how said “child” died – mind is going to a lot of places, and probably at a quick rate.