Resources
The following are useful websites from state education departments within Australia:
Victorian: Department of Education and Early Childhood Development
Teacher resources
http://www.education.vic.gov.au/school/teachers/support/Pages/default.aspx
NSW Department of Education and Training:
Comprehension handbook
http://www.cer.education.nsw.gov.au/documents/249903/250184/Comprehension%20Handbook%20.pdf
Teaching comprehension strategies (NSW Department of Education and Training)
http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf
Government of South Australia: Department of Education and Child Development:
Strategies for Reading Factual Texts
http://www.decd.sa.gov.au/northernadelaide/files/links/factual_text_1.pdf
Making connections
http://www.decd.sa.gov.au/northernadelaide/files/links/textConnect.pdf
Additional resources:
The Balanced Literacy Diet Putting research into practice in the classroom
http://www.oise.utoronto.ca/balancedliteracydiet/Reading_Comprehension_Strategies.html
This website provides information and videos on Reading Comprehension Strategies, which may be useful as a guide.
There are multimodal apps for picture story books which can be downloaded and used on iPads and tablets. For example: 'The very itchy Bear' and 'The very cranky Bear' written by Nick Bland, has a multimodal version available, allowing the reader to be interactive with the texts. This would be a useful tool to engage and motivate students in reading.
Victorian: Department of Education and Early Childhood Development
Teacher resources
http://www.education.vic.gov.au/school/teachers/support/Pages/default.aspx
NSW Department of Education and Training:
Comprehension handbook
http://www.cer.education.nsw.gov.au/documents/249903/250184/Comprehension%20Handbook%20.pdf
Teaching comprehension strategies (NSW Department of Education and Training)
http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf
Government of South Australia: Department of Education and Child Development:
Strategies for Reading Factual Texts
http://www.decd.sa.gov.au/northernadelaide/files/links/factual_text_1.pdf
Making connections
http://www.decd.sa.gov.au/northernadelaide/files/links/textConnect.pdf
Additional resources:
The Balanced Literacy Diet Putting research into practice in the classroom
http://www.oise.utoronto.ca/balancedliteracydiet/Reading_Comprehension_Strategies.html
This website provides information and videos on Reading Comprehension Strategies, which may be useful as a guide.
There are multimodal apps for picture story books which can be downloaded and used on iPads and tablets. For example: 'The very itchy Bear' and 'The very cranky Bear' written by Nick Bland, has a multimodal version available, allowing the reader to be interactive with the texts. This would be a useful tool to engage and motivate students in reading.
Graphic organisers - this file contains examples of the many different types that can be used within the classroom to support the development of reading comprehension. They help readers to access and organise information represented in texts and are a useful tool to support discussions and make thinking visible.
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Interactive read aloud - the YouTube video to the right documents examples of how to use an interactive read aloud within 1st and 4th grade classrooms.
The use of an interactive read aloud within the classroom, promotes active listening, encourages deeper thinking and draws focus on the purpose of reading. |
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References
Block, C.C. & Israel,
S.E. (2004). The ABCs of performing highly effective think-alouds. The Reading Teacher, 58(2), 154-167.
Eason, S.H., Goldberg, L.F., Young, K.M., Geist, M.C. & Cutting, L.E. (2012). Reader-text interactions: How differential text and question types influence
cognitive skills needed for reading comprehension. Journal of Educational Psychology, 104(3), 515-528.
Duke, N.K. & Pearson, P.D. (2002). Effective practices for developing reading comprehension. What research has to say about reading instruction.
Retrieved from: htt://www.learner.org/workshops/teachreading35/pdf/Dev_Reading_Comprehension.pdf
Gunning, T.G. (2012). Reading success for all students: Using formative assessment to guide instruction and intervention. San Francisco, CA: Jossey-
Bass.
Hannett, K., Lowe, K. & Martens, D. (2009). Promoting reading success: Strategies and ideas that work! Practically Primary, 14(3).
Hirsch, E.D. (2003). Reading comprehension requires knowledge - of words and the world. American Educator. Spring 2003, 10-29. Retrieved from:
http://www.aft.org/pdfs/americaneducator/spring2003/AE_SPRING.pdf
Hill, S. (2012). Developing early literacy: Assessment and teaching. South Yarra: Eleanor Curtain.
Konza, D. (2011). Comprehension. In Research into practice: Understanding the reading process. Retrieved from:
http://www.decd.sa.gov.au/literacy/files/links/utrp_1_6_v2.pdf
National Reading Panel (2000). Report of the National Reading Panel. In Teaching children to read: An evidence-based assessment of the scientific
research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
NSW Department of Education and Training. (2010). Teaching comprehension strategies. Retrieved from:
http://www.curriculumsupport.education.nsw.gov.au/literacy/assests/pdf/packages/combook.pdf
Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-280.
Snow, C. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND. Retrieved from:
http://www.dtic.mil/dtic/tr/fulltext/u2/a402712.pdf
Winch, G. & Holliday, M. (2010). Section 1: What is reading? In G. Winch, R. Johnston, P. March, L. Ljungdahl & M. Holliday, Literacy: Reading, writing and
children's literature. 4th ed. South Melbourne, Vic: Oxford University Press.
Eason, S.H., Goldberg, L.F., Young, K.M., Geist, M.C. & Cutting, L.E. (2012). Reader-text interactions: How differential text and question types influence
cognitive skills needed for reading comprehension. Journal of Educational Psychology, 104(3), 515-528.
Duke, N.K. & Pearson, P.D. (2002). Effective practices for developing reading comprehension. What research has to say about reading instruction.
Retrieved from: htt://www.learner.org/workshops/teachreading35/pdf/Dev_Reading_Comprehension.pdf
Gunning, T.G. (2012). Reading success for all students: Using formative assessment to guide instruction and intervention. San Francisco, CA: Jossey-
Bass.
Hannett, K., Lowe, K. & Martens, D. (2009). Promoting reading success: Strategies and ideas that work! Practically Primary, 14(3).
Hirsch, E.D. (2003). Reading comprehension requires knowledge - of words and the world. American Educator. Spring 2003, 10-29. Retrieved from:
http://www.aft.org/pdfs/americaneducator/spring2003/AE_SPRING.pdf
Hill, S. (2012). Developing early literacy: Assessment and teaching. South Yarra: Eleanor Curtain.
Konza, D. (2011). Comprehension. In Research into practice: Understanding the reading process. Retrieved from:
http://www.decd.sa.gov.au/literacy/files/links/utrp_1_6_v2.pdf
National Reading Panel (2000). Report of the National Reading Panel. In Teaching children to read: An evidence-based assessment of the scientific
research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
NSW Department of Education and Training. (2010). Teaching comprehension strategies. Retrieved from:
http://www.curriculumsupport.education.nsw.gov.au/literacy/assests/pdf/packages/combook.pdf
Pardo, L. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-280.
Snow, C. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND. Retrieved from:
http://www.dtic.mil/dtic/tr/fulltext/u2/a402712.pdf
Winch, G. & Holliday, M. (2010). Section 1: What is reading? In G. Winch, R. Johnston, P. March, L. Ljungdahl & M. Holliday, Literacy: Reading, writing and
children's literature. 4th ed. South Melbourne, Vic: Oxford University Press.
Prepared by: 11799935