What factors affect reading? | | | | | | * A non-encouraging reading home environment * A non-encouraging reading classroom environment * Vision problems * Lack of interest in the book * Hearing - Speech impedement, Hard of Hearing, or deafness * Lack of background knowledge * Lack of strong vocabulary base * Gender * Intelligence with the ability to 1) learn, 2) problem solve, or 3) see relationships in reading * Language differences/Dialect/Cultural difference | |
In Preventing Reading Difficulties in Young Children, Snow, Burns, & Griffin (1998) presented a synthesis of research on the conditions that contribute to successful reading. The authors identified the following factors as predictors of success and failure in reading: Physical and
Clinical Factors | Predictors of
School Entry | Acquired Knowledge of Literacy | Family-based
Risk Factors | Neighborhood, Community, and School-based Factors | Cognitive deficienciesHearing problemsEarly language impairmentAttention deficit/hyperactivity disordersVision problems | Acquired proficiency in languageVerbal memoryLexical and syntactic skillsOverall languagePhonological awarenessOral Vocabulary | Reading readinessLetter identificationConcepts of printPhonemic awareness | Family history of reading difficultiesHome literacy environmentOpportunities for verbal interactionHome language other than EnglishUse of a nonstandard dialect of English in the homeSocioeconomic status | Environmental risksLow performing schoolsLow expectationsLack of resourcesConflicting community valuesNegative peer pressure | http://faculty.scf.edu/sharric/lesson2/lesson2topic4.htmWhile in Example A you may struggle to seek out the inner meaning, in Example B you are probably only interested in one or two details (or perhaps it's the other way around). Either way, you are using two very different styles of reading.In fact, there are as many as five types of reading that you could use at university, and the good news is that you probably already use most of them in some form or another: * Skim reading * Narrative reading * Proof reading * Reading for content * Reading for meaningThe trick in your studies is to match the type of reading to the type of material. Here's a brief description of each type of reading and some examples of the sort of academic material they are best suited to. At the end of this section you will have an opportunity to practice some of the different types. 1. Skim reading. This is probably the one alternative reading style that most people are familiar with. The eye jumps across the page, looking for specific words or phrases that it expects to find. Many of us skim read our bank statements, as in the example above, since we are looking for specific information. In academic terms, skim reading can be a useful tool too. Some examples of where you can effectively skim read are: abstracts, contents pages, reading lists and indexes. 2. Narrative reading. If academics have a criticism of students' reading skills, it is probably that they tend to read too uncritically. This is what is meant by narrative reading. It's the type of reading you do when you are just following the plot of a novel; you don't look too deeply for meaning or contradictions in the text, you're mainly interested in the gist of what is happening. Some examples of where you can effectively use narrative reading are: general textbooks that provide a subject overview; the student handbook; newspapers; letters from home. 3. Proof Reading. Although this type of reading sounds boring, a few minutes spent in proper proof reading (rather than narrative reading, which is what many students think passes as proof reading), will pay real dividends when your work is marked. The idea is to pick up any mistakes you have made, so the trick is to read what you have written, rather than what you meant to write. The best way to do this is to have someone else read it; alternatively, try reading your work back to front, from the last paragraph through to the first sentence, or reading it out loud. You should proof read every piece of work you submit. 4. Reading for Content. Here you are interested in gaining information, so unlike narrative reading, you should have some idea of what it is you want to know. If the author is not furnishing this, stop reading! So key here, is before you even start to read, think to yourself: 'what am I expecting to gain from this?' If you prime your mind before like this, when you read through the text carefully, the relevant bits should leap out at you. This is probably the most frequent type of reading you'll do, in your first year, at least. You'll use it for the many articles, papers and books you need to read to complete your degree. 5. Reading for Meaning. You might not think that there's much difference between reading for content and reading for meaning, but read on - the two complement each other, and distinguishing between them can save you lots of time and effort. Reading for meaning is the deepest level of reading. Here you should already know the gist or context of the text (narrative/skim reading); you should probably also know much of the information it deals with (reading for content). What you are after then, are the fine nuances of the text; the things the author hasn't said, as much as the things he/she has included; the justifications and the doubts; the educated guesses and the clever deceptions. This is critical reading, and you'll need it to create the analytical arguments you use in your essays.Text TypesHere is some of their thinking:

Expository Text is Similar To:

* Hybrid texts (Magic School Bus series, Atlantic) * Narrative nonfiction texts: (The Boy Who Harnessed the Wind, Annie and Helen)The Important Parts: * It has true facts * You can learn something new * You can read it for pleasure or to do research (Isn't that an interesting observation?) * Title, Index, Glossary, Headings (we decided to call these ways to organize the text) * Diagrams, Photographs, Captions, Bold Words etc. (we agreed that we learned important information with these features too) * The author can be talking to you * It is about a lot of different topicsWhat it's Not: * A story * Fiction * Made up * FantasyThe next step was to synthesize our information...I wanted the students to own the definition. We decided which parts were most important to include. This is their final definition:Our Definition:-------------------------------------------------
Expository nonfiction is text that has facts where you can read and learn new information. It is organized and has visual information that gives the reader more information.IntroductionExpository text differs greatly from narrative text in tone, style, structure, and features.First, expository texts purvey a tone of authority, since the authors posse ss authentic and accurate information on the subjects they write about (Fisher &Frey, 2008). Second, these texts follow a style that is distinctly different from that of narrative text. Expository text uses clear, focused language and moves from facts that are general to specific and abstract to concrete.Another aspect of expository texts is that they utilize specific structures to present and explain information (Burke, 2000). And, it has long been known that the ability to recognize text structure enhances the student's ability to comprehend and recall the information read (Armbruster, Anderson, & Ostertag,1989).The five most common structures utilized in informational text are cause-effect, comparison-contrast, definition-example, problem-solution, and proposition supportor sequential listing. To help students recognize and identify these structures, teachers can acquaint them with the signal or cue words authors utilize in writing each of the structures (See below). In addition, DougBuehl (2001) has created a series of questions to help guide students in identifying each specific structure. Finally, see the reproducible masters below for a set of graphic organizers that students and teachers may use to facilitate structure identification. Text Structure Signal Words | Cause-
Effect | Comparison-
Contrast | Definition-
Example | Problem-
Solution | Proposition-
Support | because

consequently

If so, then

since

therefore

so that

thus

as a result

not only, but | however

but

on the other hand

instead of

as well as

similar to

different from

compared to | for example

for instance

specifically

in addition

described as

to illustrate

another

first, second, third | because

since

consequently

so that

nevertheless

a solution

however

therefore

in addition

as result | for example

therefore

first, second, third

before

after

then

finally

in conclusion |
A final aspect of informational text is its features or those items that an author uses to organize the text. Common text features include the following:(1) a table of contents, (2) a preface, (3) chapter introductions, (4) chapterheadings and subheadings, (5) marginal notes or gloss, (6) chapter summaries, (7) maps, charts, graphs, and illustrations, (8) an index, and (9) a glossary. As noted above, content reading instruction is most effective when teachers scaffold their students' learning (Biancarosa & Snow, 2004). While presenting a structural overview as a scaffolding strategy is a good place to begin, Garber-Miller (2007) advises, "It is also beneficial to give students a content overview so they can ponder the many concepts and questions they will encounter throughout the year. Teachers must help them understand how the ideas in the textbook are interrelated" (p. 285). She suggests that teachers utilize text previews in order to accomplish this.Scaffolding strategies for expository textReadence, Bean, and Baldwin (2004) suggest a simple procedure to help students recognize, identify, and utilize text structure as a way to better comprehend and recall reading from expository text:Steps to Recognize Expository Text Structure1. First, model this strategy for students by working through an assigned text reading that illustrates a particular text structure and explaining why it is a certain type and how that type is organized. Make use of the text structure signal words provided above and use a graphic organizer from among those below that is illustrative of the type of text being explained.2. Next, provide students with a practice session so they can utilize the signal words and graphic organizers for each text structure pattern. This secondstep allows you to gradually shift the responsibility of learning about text structures from yourself to the students.3. Finally, when students have become proficient at identifying specific text structure patterns, they should produce examples of the various structures on their own.In order to further reinforce students' understanding of text structure, you can utilize the Structured Notetaking procedure (Smith & Tompkins, 1988) to develop study guides based on the text structure of assigned readings.Steps for Structured Notetaking1. Select a section of text and determine the organizational pattern used to convey information in the text. Common organizational patterns are discussed above.2. Next, create a graphic organizer that follows this pattern, complete withfocusing questions, and distribute it as a study guide. (Graphic organizer templates are offered below.)3. Instruct students to read the chapter and take notes by recording the appropriate information in the graphic organizer sections.Downloadable graphic organizers Problem-Solution

   pdf |doc | Definition-Example

   pdf | doc | Comparison-Contrast

   pdf |doc | Cause-Effect

   pdf |doc | Proposition-Support/Listing

   pdf | doc |   | |
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The two basic types of texts are narrative and expository. The main purpose of narrative text is to tell a story. Narrative text has beginning, middle and end, characters, plot or conflict, and setting. Usually, narrative texts are written from the authors imagination. The main purpose of expository text is to inform or describe. Authors who write expository texts research the topic to gain information. The information is organized in a logical and interesting manner using various expository text structures. The most common expository text structures include description, enumerative or listing, sequence, comparison and contrast, cause and effect and problem and solution. Primary Sources: Lewis and Clark Journals Primary sources: http://www.campusschool.dsu.edu/lofti/primary.htm Follow in the Footsteps of Lewis and Clark http://www.sierraclub.org/lewisandclark/ Descriptive: This includes main idea and detail such as the following "..... in my walk I Killed a Buck Goat of this Countrey, about the hight of the Grown Deer, its body Shorter the Horns which is not very hard and forks 2/3 up one prong Short the other round & Sharp arched, and is imediately above its Eyes the Colour is a light gray with black behind its ears down its neck, and its face white round its neck, its Sides and rump round its tail which is Short & white: Verry actively made, has only a pair of hoofs to each foot, his brains on the back of his head, his Norstrals large, his eyes like a Sheep he is more like the Antilope or Gazella of Africa than any other Species of Goat." Lewis and Clark As Naturalists Animals on the Trail with Lewis and Clark, Dorothy Hinshaw Patent
Salmon was the key resource. Before the Columbia River was dammed during the twentieth century, countless salmon struggled up the river every year to spawn in the rivers and streams that feed the Columbia. Page 75 - 77. Enumerative/listing: This includes listing connected information, outlining a series of steps, or placing ideas in a hierarchy, such as the following:

Signal / Cue Wordsthe followingthen addition another well furthermorefinally | few likewisebesidesseveral somemany aalsoinas | |

Signal / Cue Wordsfirst nextsecond untilthird whilelast soonthen afterat that time nowduring immediately | | A timeline is another good way to present this information.Graphic Map http://www.readwritethink.org/materials/graphicmap/Timeline Tutorial http://www.microsoft.com/Education/TimelinesWord.aspxTimeline Maker http://teachers.teach-nology.com/web_tools/materials/timelines/Online Timelines (Alterna Time) http://www2.canisius.edu/~emeryg/time.html | Comparison/Contrast: This involves describing how two or more events, places, characters, or other ideas are similar and .or different in several ways. Comparing several habitats or eco-systems is one example of this type.

Cause/Effect: This may involve several reasons why an event occurred, or several effects from on cause, and of course, as single cause/effects situation. Problem and Solution: Authors use this technique to identify the problem, give possible solutions with possible results and finally, the solution that was chosen. -------------------------------------------------
Vocabulary Development—

NARRAIVE TEXT

NarrativePurpose A narrative serves to entertain or inform readers by telling them a story.Structure A narrative has a number of parts:· Orientation – who, when, where· Complication – event that causes a complication; there may be more than one in a story. Descriptive words are used to give information about characters and events.· Evaluation – reaction by characters to the complication· Resolution – solution to the problemCoda (optional) – lesson from the story | Narrative ScaffoldOrientation (who, when, where)……………………………………..……………………………………………… | Language features of a narrative
Description of characters and places using:
- Adjectives to describe nouns – heavy, frosty, transparent, grumpy
- Adverbs – to describe verbs – quickly, secretly, quietly, energetically, suddenly
- Similes – to compare one thing with another, using like or as … as – as bright as the moon, the kiss felt like a butterfly’s wings against her cheek
Time words – Once upon a time, long ago, then, last week
Verbs indicating actions in the story – hid, ate, ran, whispered, looked | Examples of an narrative
Fiction novels like adventure and fantasy, spoken and written stories | References:
Greef, C. (1995). Summary of school text types in science [Draft]. Disadvantaged Schools Program
Anderson, M. & Anderson, K. (1997). Text types in English 1. Macmillan: South Yarra.
Anderson, M. & Anderson, K. (1997). Text types in English 2. Macmillan: South Yarra.
Literacy Committee, St Andrew’s Cathedral School | Narrative is central to children’s learning. They use it as a tool to help them organise their ideas and to explore new ideas and experiences. Composing stories, whether told or written, involves a set of skills and authorial knowledge but is also an essential means for children to express themselves creatively and imaginatively.
The range of narrative that children will experience and create is very wide. Many powerful narratives are told using only images. ICT texts tell stories using interactive combinations of words, images and sounds. Narrative poems such as ballads The Highwayman tell stories and often include most of the generic features of narrative. Narrative texts can be fiction or non-fiction. A single text can include a range of text types, such as when a story is told with the addition of diary entries, letters or email texts.
Specific features and structures of some narrative types
Children write many different types of narrative through Key Stages 1 and 2. Although most types share a common purpose (to tell a story in some way) there is specific knowledge children need in order to write particular narrative text types. While there is often a lot of overlap (for example, between myths and legends) it is helpful to group types of narrative to support planning for range and progression. Each unit of work in the Primary Framework (fiction, narrative, plays and scripts) provides suggestions for teaching the writing of specific forms or features of narrative. For example: genre (traditional tales), structure (short stories with flashbacks and extended narrative), content (stories which raise issues and dilemmas), settings (stories with familiar settings, historical settings, imaginary worlds) and style (older literature, significant authors).
Features of traditional tales
Traditional or ‘folk’ tales include myths, legends, fables and fairy tales. Often originating in the oral tradition, examples exist in most cultures, providing a rich, culturally diverse resource for children’s reading and writing. Many of these stories served an original purpose of passing on traditional knowledge or sharing cultural beliefs.
They tend to have themes that deal with life’s important issues and their narrative structures are often based on a quest, a journey or a series of trials and forfeits. Characters usually represent the archetypical opposites of good and evil, hero and villain, strong and weak or wise and foolish.
The style of traditional stories usually retains links with their origins in oral storytelling: rich, evocative vocabulary, repetition and patterned language, and strong use of imagery. When written in a traditional style, they also use some archaic language forms and vocabulary. Many regional stories include localised vocabulary and dialect forms.
Different types of traditional tales tend to have some narrative features (purpose, characters, language, style, structure) of their own.
Purpose:
The essential purpose of narrative is to tell a story, but the detailed purpose may vary according to genre. For example, the purpose of a myth is often to explain a natural phenomenon and a legend is often intended to pass on cultural traditions or beliefs.
Link to:
Units by year group
Progression paper on narrative Generic structure | Language features | Knowledge for the writer | The most common structure is: * an opening that establishes setting and introduces characters; * a complication and resulting events; * a resolution/ending.Effective writers are not constrained by predictable narrative structure. Authors and storytellers often modify or adapt a generic structure, e.g. changing chronology by not telling the events in order (time shifts, flashbacks, backtracking). Children can add these less predictable narrative structures to their own writing repertoires. | Language features vary in different narrative genres.
Common features: * presented in spoken or written form; * may be augmented/supplemented/partly presented using images (such as illustrations) or interactive/multimedia elements (such as hypertext/images/video/audio); * told/written in first or third person (I, we, she, it, they); * told/written in past tense (sometimes in present tense); * chronological (plot or content have a chronology of events that happened in a particular order); * main participants are characters with recognisable qualities, often stereotypical and contrasting (hero/villain); * typical characters, settings and events are used in each genre; * connectives are widely used to move the narrative along and to affect the reader/listener: * to signal time (later that day, once); * to move the setting (meanwhile back at the cave, on the other side of the forest); * to surprise or create suspense (suddenly, without warning). | * Decide on your intended style and impact. * Plan before writing/telling to organise chronology and ensure main events lead towards the ending. * Visualise the setting and main characters to help you describe a few key details. * Rehearse sentences while writing to assess their effectiveness and the way they work together. * Find some different ways of telling what characters think and feel, e.g. describe what they did or said. * Use some strategies to connect with the reader/listener, e.g. use repetition of the same phrase or the same language pattern; ask them a question or refer to the reader as ’you’. What on earth was happening? Who do you think it was? * Show how the main character has changed or moved on in some way at the end. * Read or listen to the whole text as if you are the reader/listener or try it out on someone else: check that it makes sense and change anything that could work better. |