The research on reading comprehension supports an integrated approach to building vocabulary, comprehension, and content knowledge. Learn how the evidence supports best practice in comprehension monitoring.
Gain effective tools within a multi-strategy approach including:
- planning protocols and checklists
- activities for supporting inference
- questioning and summarization
- cooperative learning activities
Register: https://lnkd.in/ekTdz9_f
Workshop: Leveraging Multiple-strategy Instruction to Build Literacy Skills and Conceptual Understanding Across Subjects
Date: July 9, 2024
Time: 9 a.m. - 2:30 p.m. in person; 9 - 11:30 a.m. in-person or virtual
Credits: NYCTLE, 2.5-15 hours according to registration
A lot of your research talks about the components of evidence based instruction to support reading comprehension. You talk about the role of knowledge of content literacy instruction, vocabulary and inference and strategy, you know, integrated strategy instruction. So can you break down each of those components? Let's start with knowledge specifically, what are those components I think that really support instruction? So there's been this debate lately, I'd say in the last maybe eight years, 10 years about strategies versus knowledge, right? I don't see these as a dichotomy at all. Like I think that it, it is an integrated approach is what we're seeing is our best route for having change or making change. For kids, and so they've been a couple of maybe 3 right now. Meta analysis come out lately about integrated literacy and content and we do see that we're getting, you know, decent effects, large effects or things like vocabulary. Comprehension and content knowledge by integrating strategy, instruction and content knowledge.
