All high school graduates are facing an increased need for a high degree ofliteracy,
What do they my by high degree?
Learning to read well is a long-term developmental process. At the end point,the proficient adult reader can read a variety of materials with ease and interest,can read for varying purposes, and can read with comprehension even whenthe material is neither easy to understand nor intrinsically interesting.
capabilities, motivation, and knowledge (XIV)
Those representations include the surface code (theexact wording of the text), the text base (idea units representing the meaning ofthe text), and the mental models (the way in which information is processed formeaning) that are embedded in the text. Electronic text presents particularchallenges to comprehension (e.g., dealing with the non-linear nature of hypertext),
@sarahlouwou Beyond everyone should buy your book? (They need to). Just comprehension so contextual with background knowledge and curriculum so controlled by publishers get better ROI, IMO, focusing on coaching to increase instructional capacity
My kids school uses iReady, the language arts assessment get real problematic right quick..no such thing as a diagnostic comprehension test....that belongs in the fiction section....
@SaraJPeden I don't put much weight in the mathematical models of comprehension....mainly becuase I think comprehension is multifactored and we don't know enough about multi factor assessments to even assume we could build the regression model
Also model that consistently been shown to explain less variance than other attempts to model comprehension. Put "simple view of reading model" in Google scholar, almost all studies w/ empirical evidence (Gough & Tunmer had none) do not support
In the thread, granted it branched many ways so i could have lost meaning, some meant facotr in the more "pedestrian" sense and others in the more modeling of comprehension sense. Since folks talking research important to agree on these definitions
So when people say "we need to stop teaching skills and do more explicit phonics.." they sometimes mean strategy instruction around vocabulary and comprehension which can not be taught to automaticity. I also saw "factor" being used two ways