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SPAU/CLDP 3305: WEEK of 3.21 Notes

by: Kimberly Notetaker

SPAU/CLDP 3305: WEEK of 3.21 Notes spau 3305

Marketplace > University of Texas at Dallas > spau 3305 > SPAU CLDP 3305 WEEK of 3 21 Notes
Kimberly Notetaker
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About this Document

These notes cover the lecture on 3/21 and the class activity on 3/23.
Language and Literacy Development
E. Touchstone
Class Notes
language and literacy development




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This 2 page Class Notes was uploaded by Kimberly Notetaker on Wednesday March 23, 2016. The Class Notes belongs to spau 3305 at University of Texas at Dallas taught by E. Touchstone in Fall 2015. Since its upload, it has received 47 views.


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Date Created: 03/23/16
READING COMPREHENSION “Meeting of the Minds” - Writers must create text that allows the reader to interpret the material as it was intended. (reading to learn) 5 Levels of Representation:  Surface-code level: reading (or hearing) and remembering what you read/heard verbatim ((Ex: reading directions, studying, etc.))  Textbase level: not the exact syntax, but what are the important facts you have to know; the big points  Situation model: “refers to the people, the spatial setting, the actions and events of a mental micro world that is constructed inferentially through interaction between explicit texts and backward world knowledge.” ((Ex: Classic Books)) » You can remember the overall topic, maybe not the main details » Having some frame of reference will heightened the experience of reading  Communication level: the reader represents the author’s communicative intent; the reader guesses what the author is going to do (i.e., mystery + thriller novels)  Text-genre level: readers should be able to categorize certain types of texts with ease (newspaper, fiction; what are you reading?) Process of Coherent Representation - Is the writer effectively getting the reader where they intended  Local Coherence: can you bridge sentence 1 to sentence 2; are you getting the representation  Global Coherence: can you draw back on what you know; recalling what you need from 1 chapter during last chapter. Structural Aspects of Comprehension:  Memory-related o Role of working memory (sodoku & test we did in class)  Knowledge-related o Schema-mental representation/experience  Topic knowledge – world knowledge  Schemata for narrative vs. expository texts  Narrative o Entertainment o Characters, setting, plot/storyline, conflict/resolution, point of view  Expository o Informative (our textbook) o Examples? o Writing styles facilitate schematic for expository texts  Signaling devices (Step 1, Step 2, etc.) Processes for Comprehension:  Orienting Processes: approach every reading occurrence with goals  Coherence-forming processes: make inferences to make sense of the text  Reading Strategies: learned, then improved with practice (get better/easier with age); explicitly taught in elementary school To Be Successful in Reading Comprehension, the Reader… - Sets goals for understanding - Has knowledge of the topic - Recognizes different types of texts - Has adequate linguistic knowledge (semantics included) - Employs processes and/or strategies when needed 2.23 CLASS ACTIVITY  Reading comprehension strategies  Summarizing  Sequencing  Inferencing  Comparing and Contrasting  Drawing conclusions  Finding the maid idea, important facts, supporting details


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