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Comprehension is enhanced when readers: 1. Have prior knowledge 2. have schemata for narrative and expository texts. |
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Reading comprehension is enhanced when 3 GRS |
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readers set goals construct coherent representations employ a variety of reading strategies |
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Structural *BACKGROUND* Functional *COMPREHENSION STRATEGIES & METACOGNITION of reading comprehension |
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SCHEMATA FOR BACKGROUND KNOWLEDGE |
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When readers have schematized knowledge for objects and events, they better assimilate info. Dogs are one of the most common pets Dog and Common pets are assimilated and linked |
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Schemata for NARRATIVE TEXTS |
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expectation that the reader also has the same schematized knowledge |
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| In its simplest form, the story grammar pattern consists of the main character, his/her problem, his/her attempts to solve the problem, and the chain of events that lead to a resolution (Mandler & Johnson, 1977; Stein & Trabasso, 1982; Thorndyke, 1977). |
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Helps readers organize and examine how the events in a story progress. In this story, the problem starts | | After that | | Next, | | Then, | | The problem is finally solved when | | The story ends with | |
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| Schemata for Expository Texts |
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1. General-particular relations - indentifying, defining classifying or illustrating 2. object-object - comparing or contrasting 3. object - part - have to do with causal relations, how something is put together, |
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| Meyer (1985) Theoretical model of expository schemata |
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a. Collection: how things are related in a group b. Causation: how one thing antecedes cause of something else c. response: how something might be a problem and something else might be a solution d. comparison: similarities and differences are noted e. description: more info is given (attributes specifics, manners, settings...) |
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"in contrast" "as a result" First, second, etc helps lower level readers comprehend |
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inference making identifying the main idea predicting |
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| Neuroscientific basis of writing |
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handwrigting is complexcognitive and motoric process. lesions in left parietal-occipital area cause retrieving abstract letter forms |
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POW - Pick my idea-Organize my notes, Write and say more WWW What=2 How=2 Who is main character When does story take place Where does it take place What does main character do or want others to do What happens then? How does story end? How does main character feel? |
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| Hayes Flower model of process writing approach |
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Declarative and Procedural Knowledge |
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Declarative knowledge is knowledge about something. Declarative knowledge enables a student to describe a rule of grammar and apply it in pattern practice drills. Procedural knowledge is knowledge of how to do something. Procedural knowledge enables a student to apply a rule of grammar in communication.
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| Planning stage of writing |
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| In planning stage, writer organizes main goals and sub goals of writing to form a coherent writing plan. Good writer uses strategic knowledge in a flexible way. Structure of writing plan often changes during the writing period as new ideas come to the writer, or dissatisfaction grows with the original writing plan. If the plan proves inadequate, then the writing process grinds to a halt. The greatest difference between experts and non experts was in plan integration : experts goals were much better integrated. Two major strategies are used in the planning stage: the knowledge-telling strategy (writing down everything he or she knows about a topic) and the knowledge transferring strategy (asking questions about the writing goals, e.g., can the main ideas be expressed more simply ?). |
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| Translation Stage Problems |
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smaller vocabularies, smaller syntactic structures less equipped for translating they make WRITER-BASED texts |
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CREATING MORE READER-BASED PROSE |
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Revising Surface-level and content-level |
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1. children, adolescents and dumb college kids don't do it 2. superficial rather than conceptual or organizational *spelling, etc 3. trouble detecting problems 4. lack of memory capacity |
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| Differences between skilled and less-skilled writers |
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1. faster and more accurate, also wrote more 2. write and spell more quickly than poor writers 3. better readers 4. goal directed 5. larger repertoire of words and sentence structures 6. Planning 7. better writers revise 8. metacognition |
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1. 26 + 58 = 84 26 X 58 =1508 how adding and multiplication are different 2. discuss homework - estimation if you round up on everything the number would be more off than if you estimated up and down 3. which would get closer to the estimate? |
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Algebra Word Problems Meyer |
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1. must be translated into known and unknowns 2. reorganized into coherent structure 3. plan to develop an answer 4. plan to be executed why credible? successful computer simulations good empirical support in psychological literature |
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Processing System: comprehending numbers and processing them Calculation System: comprehending signs, retrieval of arithmatic facts, execution of calculation procedures |
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visual arabic code: knowing that numbers that end in two are even analogical quantity: numbers correspond on a numberline verbal code: verbal memories of arithmatic facts (rote) |
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Conceptual (declarative)- symbols, more and less, fractions, knowing facts, why something is right or wrong. Procedural- how to Count, add,subtract,multiply,divide, etc... |
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| Different types of researchers studying mathematical learning |
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Developmental Psych: math is thinking that develops with age, not interested in ed app. (infants up) Ed. Psych: math learning, informal instruction, don't examine development, (children who've recieved formal schooling) Mathematic education Researchers: effective instructional approaches, work of ed psych as a start (formal schooled students) |
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Development of Mathematical Understanding Infants |
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Nativism: knowledge innate; inborn and ideas are imposed on the world -number - space - causality Habituation:pictures flashed on a screen Suprise: looking longer at suprising events Visual expectation: picture flashed on one side repeatedly than on another, Eye fixations |
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Developmental Mathematical Understanding Preschoolers |
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Early years, attach verbal labels: lots, little, big, small Between 2-3 begin to count (memorized) Conservation of number (same stuff only different dimensions) Counting |
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| Conservation of Number (Piaget) |
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Ammount, quantity stays same regardless of changes in another dimension around 6 or 7 child starts concrete operational stage and understands |
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| 5 Principles of Counting Objects |
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One-one: each object assigned one number world stable order: number world always in same order first second, etc Cardinal Principle: Last number of object in set is total number in set Order irrelevance: order in which counted irrelevant Abstraction Principle: 1-4 apply to any group of objects |
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What has been examined? Decontectualized Computation Problems Word Problems |
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Decontectualized Computation Problems: Single-digit retrieval 1st graders 4% of time 2nd graders 29 percent |
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| Why student have problems applying math to problem situations |
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Teachers spend less than 20 minutes of time on 70% of topics
Basic skills recieved 10 times as much emphasis than conceptual understanding
Mathematical problem solving limited to predetermined story problems: rarely make their own
No discussion of role of math in REAL LIFE |
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Gender Differences in math |
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first grade and next 3 years strong evidence gender differences in strategies girls - concrete strategies boys - abstract strategis, reflecting on conceptual understanding |
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| Gender differences and problems solving |
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Boys applying invented algorithms Girls routine word problems requiring rote procedural application of algorithms |
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| an algorithm is a definite list of well-defined instructions for completing a task; that given an initial state, will proceed through a well-defined series of successive states, eventually terminating in an end-state. |
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| Research on Naive theories |
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Students know much about topics but it isn't what is necessarilary taught. teachers are unaware of misconceptions concepts are wrong in kid's minds |
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| Misconceptions and how to remediate them |
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Bridging: book on table (force) hand on spring (force) make learners dissatisfied with existing conceptions and make them want to find new ones |
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create own hypothesis present with ready-made hypothesis predict and observe |
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| Tendency to look for only confirming cases |
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| Disciplines in Social Studies |
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History Geography Economics Civics |
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Think and Act like Social Scientists Maie informed decisions about public policy issues |
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Principle of Association: Oldes most influential, bond formed bwtween events (stimulus and response) Prototype Theories: Learner construct representation of concept (prototype) prototype= best example of concept robin=bird Rule-Governed Theories: |
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Concept Features D - C - I |
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Defining: must be there in all positive instances Correlational: present in many but not all Irrelevant: unrelated to group membership |
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Factors influencing ease of learning concepts characteristics characteristics characteristics |
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number of characteristics how concrete characteristics are how tangible characteristics are feweral concrete characteristics easier to learn than those with many or abstract characteristics |
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| Effective teaching learning concepts |
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Definition : Must be well defined Examples : illustrate what concept is Nonexamples : illustrate what the concept is not |
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history becomes their own personal history play act events develop narrative understanding |
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| Development of Map Skills |
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a. Recognize and differentiate among different symbols (star or dot) b. understand symbols refer to real counterparts c. project spatial arrangement of symbols PA north of MD |
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