Reducing the Complexities of Reading 减少阅读的复杂性.pptVIP

IES Research Conference 2009 Reducing the Complexities of Reading Comprehension: A Simplifying Framework Charles Perfetti Overview Critical Preliminaries The comprehension problem What is comprehension? Building mental models word by word Comprehensive Comprehension Processes, knowledge, and strategies A medium-grain cognitive framework Simplifying Frameworks Pressure points A simplified framework Implications The comprehension problem National Assessment of Educational Progress (NAEP): 1 of 3 fourth-graders and 1 of 4 eighth-graders cannot read at the basic level. That is, when reading grade appropriate material, these students do not understand what they read IES Reading for Understanding Even adults can have trouble understanding written texts By God, for a minute there it suddenly all made sense. What do we mean by “comprehension”? Comprehension is defined as “intentional thinking during which meaning is constructed through interactions between text and reader” (Harris Hodges, 1995). Thus, readers derive meaning from text when they engage in intentional, problem solving thinking processes. National Reading Panel 2000 A simpler idea: learning to read with comprehension is learning to understand writing as well as one understands spoken language “We can expect the comprehension of written language to approximate the comprehension of spoken language. When that happens, then reading comprehension has developed, for practical purposes, to its limiting or asymptotic level. …All other limitations are imposed by linguistic abilities, relevant knowledge, and general intelligence. If we make things more complex than this, we push onto the concept of reading comprehension all these other important aspects of cognition, with the muddle that results from conceptual conflation.” Perfetti, C. A., Landi, N., Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). O