Institute/Session Summary:

The awareness of the demands of reading requires students develop a metacognitive ability to monitor their comprehension and actively process text information.  Simpson and Nist (2003) characterize the ability to generate questions and answers as a product of quality instruction that helps students build this metacognitive ability.  The importance of effective self-questioning of text is considered one of the most powerful activities for developing metacognitive awareness according to Tei and Stewart (2003).  The challenge, then, is to scaffold students into a meaningful understanding of how to question and how questioning can bring them to a better understanding of the text.

A simplification of the levels of comprehension will be presented as “The Four Levels of Comprehension,” literal, inferential, evaluative and appreciative.  Use of this simplified model allows students to discern the kinds of demands required for a text and to create questions to access the comprehension. (Wasserstein, 2001)  Through the use of this model in activities, students gain the metacognitive understanding of how to self-question and how it can help them monitor their understanding.

This session presentation will cover three broad areas.  First, an overview of the research will be discussed focusing on the importance of metacognitive awareness in monitoring comprehension and on the Four Levels of Comprehension model.  Examples of the model use will be shared.  Secondly, small group discussion will allow for the experience of identifying levels according to the model, answering questions at levels, and, finally, creating questions at level with evaluation of importance of level.  The last area covered will involve all attendees in the discussion of how this simplified model can be expanded and adapted to their students’ development.  From this session, attendees will understand the simplified Four Levels of Comprehension model; will be able to apply the model to the different domains of identifying, answering and creating; and will understand the need to adapt the model for a variety of text types.

Handouts to support the activities and a bibliography of the research will be provided.  An overhead projector is requested.

References:

Simpson, M.L. & Nist, S.L. (2003). An update on strategic learning: It’s more than textbook reading strategies. Teaching Developmental Reading. (M.A. Stahl, H. Boylan, eds.). Boston:Bedford/St. Martin’s.

Tei, E. & Stewart, O. (2003). Effective studying from text: Applying metacognitive strategies. College Reading Research and Practice. Newark, Delaware:International Reading Association.

Wasserstein, P. (2001). Teaching reading in the content area. Presentation given at ASCD Professional Development Workshop: Los Angeles, CA

Presenter1 Name: Patricia Bower
Presenter1 Institution: Mt. San Antonio College
Presenter1 Bio: Patricia Bower has an MA in adult learning with an emphasis in reading from California State University, Los Angeles.  She has been teaching Analytical and Critical Reading as well as basic math at Mt. San Antonio College (Mt.SAC) for almost 17 years.  Patricia participated in the research and development of the four-course reading program at Mt.SAC as well as the assessment instrument for reading placement.  Patricia is currently the co-leader CRLA College Reading SIG and has presented at the CRLA conferences for the past six years.

Presenter2 Name: Barbara Gonzales
Presenter2 Institution: Mt. San Antonio College
Presenter2 Bio: Associate Degree in Studio Art Mt. San Antonio College Walnut CA
Bachelor’s in Studio Art University of LaVerne, CA
Master’s of Education/Reading University of LaVerne
Married, five children, five grandchildren, care giver for a mom with Alzheimer’s Disease 
Reading Committee Chair
Member of Academic Senate
Developmental Education TEAM,  Mt. San Antonio College
Learning Communities: Bridge, SSPIRES, ECHS
I am an avid reader and gardener whenever possible.  Currently, I am painting a mural on my ceiling.  I think art making is a significant and untapped meaning making activity. 
I think students are my joy.  They bring much to the reading classroom.