The role of work identification, vocabulary conceptualization, integration of text, text coherence, text structure, anaphoric relations and social context are discussed as they relate to the construction of meaning and retention of text. Teachers learn the importance of students attributing their own ability to be strategic. Teaching and reading strategies will be learned and teachers apply these in their own classroom practicum. Intended for K-12 teachers.
Reflective experiences are the threads of commonality that bind the elements together.
The program adheres to an interactive, balanced model which recognizes both reader-based and text based processing of print and the importance of reading, writing, speaking, listening, and visual representation and consumption of text as a means of constructing meaning. Understand the reading comprehension process and identify relationships between learning to read and physical, cognitive, emotional, and sociocultural variables. Have a basic understanding of the basic history of reading comprehension and identify the fundamental theories of and curricular approaches to teaching reading comprehension. Recognize the scope of the reading program and its relationship to other areas of communication, including the developmental stages of writing, speaking, spelling, and visual representation and consumption. Analyze emergent literacy conditions and the structure of natural learning as a basis for reading comprehension instruction.