The seminar will use a mixture of lecture, activities, and collaboration to build participants’ understanding of reading comprehension and their abilities to bring that understanding to their classrooms. Although we expect students to independently read and understand, do our students approach the task with the skills necessary to do so? This seminar explores ways to help a reader who can decode accurately with fluency to make meaning. Participants will learn how to move theories into practice and be able to bring those instructional practices into their own classrooms. Emphasis will be placed on supporting the skillful selection of strategies necessary for students to make meaning when “reading to learn.”
Upon completion, participants will be able to:
- Apply schemata (the building blocks of cognition) to instructional practice
- Explain techniques to facilitate student motivation
- Learn strategies, grounded in research, that help students make meaning
- Understand the theoretical underpinnings of reading comprehension Appreciate the effect of metacognitive skills on reading ability
- Understand the implication of socio-cultural implications on comprehension