Re: Reading ...Help me!

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On 9/19/10, Genay Rancorn wrote:
> If you give a student a passage to read, then give them a
> test on it two days later without access to the text,
> aren't you assessing RECALL only. I was taught that you
> teaching comprehension strategies and then allow students
> to use put those into practice.
>
> This is not done at the private school that I am now in The
> text is old Scott Foresman. I discussed it with our
> principal and she wondered what the TE says to do (allow
> students to reread the text as they are taking the comp.
> test or not) The TE says nothing. What should I do to help
> the school with this?

I'd agree and fully that a test two days after a passage is
read is testing recall - perhaps as well as comprehension -
but two days after reading a passage even if well understood
at the time is too long. Kids forget things espcially about
reading passages - these reading passages are usually not
very interesting reading...

That answered what else are you asking? Does your principal
think these tests 'teach' comprehension? Tests are tests - a
test based on a reading passage does not teach comprehension
in and of itself. It tests comprehension - even if read
immediately afterwards, it does demand some recall as well.

What's wanted? That students improve their comprehension of
reading? How well do your students decode? A lot of
comprehension issues lie in the simple struggle to decode the
words.

I'd suggest having your principal read the book "Mosaic of
Thought" - sounds like she doesn't know much about
comprehending reading.

And I wouldn't use a text if I wanted to foster comprehension
of reading. The text alone shuts kids down. Give them
instructions on putting something together, give a label from
a soup can and ask them to read it and explain it - real
exercises awaken the brain to comprehending reading rather
than mouthing the words. Scatter poetry through the year -
nothing helps with comprehension like poetry because it can
mean a million different things all at the same time.

Those passages and the follow-up tests lead kids to believe
there's only one right answer and then they waste time and
brain energy figuring out what the one right answer is.
Comprehension of written material isn't a one right answer
thing - it's just that we make simple tests that try to
suggest that it is.

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