Blog 3

The textbook discusses mapping as a good way to help students improve their comprehension while reading.  Mapping helps students understand main ideas and supporting details.  "A computer-assisted concept mapping strategy had significant benefit for reading of low-achieving students." (Reading to Learn, p. 83)  There are many computer programs out there available to help our students create these maps.  Students can even use basic programs, like Microsoft Word.  I found this to be very interesting because I work in special ed and we are always creating webs, flow charts, and other cocept maps to organize details.  Even my students who have difficult with fine motor skills and have difficulty writing can easily create maps now.

What is constructivism?
"It is a way for students to make sense of their learning by developing a knowledge base or constructing their own purposes for reading a selection and developing tasks on their own that demonstrate their learning." (Reading to Learn, p.85)  This theory requires students to learn by using higher thinking skills.  I like this theory because this is the way we ultimately want to students to be able to learn; however, I don't feel it will be applicable to my field because my population needs much more guidance.

The textbook points out that the authors usually organize the text by separating it into meaningful sections.  I think this is important for teachers to point out to their students, especially those younger students.  This organization is especially true for textbooks, like science and history.  This can help students make better use of their textbooks and be more successful in the class.  The DR-TA can help students understand this concept of organization.  "The key aspect of the DR-TA is predicting outcomes." (Reading to Learn, p.87)  Examples of DR-TA's are Prediction Guides and KWL Charts.

What are some strategies for comprehending text structure?
The textbook suggests using a mystery game, pattern guides, cause-and-effect study guides, and a similarities and differences map.  For comparing and contrasting two things, I often like to use a venn diagram.  I feel it is visually easier for students to understand.  In SECEP, we use visuals to create venn diagrams.  I think the mystery clue game is a fun and interesting way to capture the students' attention.  In the textbook, it was used for a french lesson.  I think it would be good to use in a history class.

Do you have any suggestions for good DR-TA's students could use?

Source:

Richardson, J. S., Morgan, R. F., & Fleener, C. 2012. Reading to learn in the content areas. Belmont, CA: Wadsworth Publishing Co