Post on 21-Sep-2020
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Using a Language Lens to View Reading Comprehension Deficits: Assessment and
Intervention Considerations
Kim Murza, Ph.D., CCC-SLP
University of Northern Colorado 2016 National RiteCare Conference
October 15, 2016
Disclosures
◻Financial Disclosures ◻I receive a salary from the University of Northern Colorado
◻Nonfinancial Disclosures
◻I am the University of Northern Colorado RiteCare Director ◻I serve on the Colorado Speech-Language Advisory Council for the
Department of Education
Learning Outcomes
◻After completing this session, you will be able to:
1. Develop and test a diagnostic hypothesis about a child’s difficulty comprehending text.
2. Identify common language underpinnings related to reading comprehension.
3. Describe evidence-based intervention techniques to support children with language impairments who have trouble comprehending text.
1. Language underpinnings
2. Diagnostic hypothesis/diagnostic teaching
3. Knowledge, skills, strategies
4. An evidence-based inference generation strategy intervention
5. Questions/comments
Advanced Organizer
Key Changes in the ELA Standards
“Do a few essential things differently such that many more students can perform at a college and career-ready level by the time they leave high school.” David Coleman
Shifts Text complexity and emphasis on informational texts Analyze, infer, give evidence Writing to sources Emphasis on short, focused research projects Mastery of writing and speaking (effective argument) Academic vocabulary (tier 2 vocabulary) (particularly important
for English Language Learners J.B. Hunt, Jr. Institute for Educational Leadership and Policy & Council of
Chief State School Officers, 2011
Reading Anchor Standards Related to Reading Comprehension and Specifically Inference
◻CCSS.ELA-Literacy.CCRA.R.1 ◻Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
◻CCSS.ELA-Literacy.CCRA.R.3 ◻Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
◻CCSS.ELA-Literacy.CCRA.R.6 ◻Assess how point of view or purpose shapes the content and style
of a text.
◻CCSS.ELA-Literacy.CCRA.R.10 ◻Read and comprehend complex literary and information texts
independently and proficiently. ■National Governors Association Center for Best Practices & Council of Chief State School Officers.
(2010). Common Core State Standards (English Language Arts). Washington, D.C.
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An Example 7
◻CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
An Example 9
◻CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
synthesizes smaller, related
ideas into a gist statement
holds information
in working memory
uses textual evidence
to support ideas
identifies the features
of an idea
Understands the notion
of big and small ideas
Diagnostic Hypothesis
The Problem: Nicholas is not reading on grade level.
Why? He cannot comprehend what he reads.
Why? He is not able to identify the main idea.
Why? He does not understand the notion of concept hierarchy (big vs. small).
Why? He hasn’t been taught?
He has a language disorder?
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Ehren, B. J. (personal communication, May 2009)
Diagnostic Teaching Session 11
Before Reading During Reading After Reading
What I will say/do What the student will say/do What the student
did Conclusion
about Dx Hyp
and Intervention
Ideas
Introduce Nicholas to the
idea of a concept
hierarchy. Have him
complete a simple
categorization task.
Nicholas will use a hierarchical
graphic organizer to sort words
by “big” and “small” ideas.
Contextualize the concept
with a passage. Focus
on identifying big ideas.
Nicholas will read a passage
aloud and stop to think aloud
when he finds a big idea. He
will work with the
teacher/clinician to underline the
big ideas.
Ehren, B. J. (personal communication, May 2009)
Cognitive & Linguistic Foundations
◻Activity!
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Take a look… 13
9th & 10th Grade Writing Example
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CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
9th & 10th Grade Writing Example
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CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Knowledge, Skills, and Strategies Oh My!
Differentiating Knowledge, Skills, and Strategies
◻Knowledge: the information you have ◻Skills: actions or procedures you are competent in using ◻Strategies: approaches you use to apply knowledge and skills
wisely in specific situations
◻Although knowledge and skills form the building blocks for strategies, teaching strategies is different from teaching knowledge and skills.
◻Ehren, 2009
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Think, Pair, Share
◻Potential problematic components: ◻Absent strategies that need to be acquired as conscious choices ◻Conscious steps and strategies that need to be automatized to free
up mental space ◻Maladaptive or weak skills that need to be brought to conscious
attention and modified ◻Ukrainetz, 2007
So What Do I need to Know about Inference Generation to Help My Students?
Inference Generation
◻The cognitive process of connecting information from a variety of sources to come to a conclusion.
Background knowledge
Contextual cues
(social/text)
Inference generation
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Inference Generation in Reading
Take a Look… Categories of Inference Generation in Reading
◻Magliano & Graesser (1991) ◻11 categories of inferences
◻Local interpretation of text elements ◻Global understanding of the passage
◻Several of these inference categories in reading appear most related to social inference
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Inference Categories Specific to Social Inference
Inference
Category
Definition
Theme Inferences about the main idea or moral
of the story
Author’s intent Inferences concerning the motivation of
the author in writing the text
State Inferences about the condition of the
world based on the timeframe of the text
Superordinate
goal
Inferences concerning why a character
might do something
Emotion Inferences about the character’s
emotional responses to story events
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Keys to Inference Generation Intervention in Reading (Murza et al., 2014)
Keys
Modeling inference generation
Instruction in text structure
Questioning by the teacher and the student
Activation of prior knowledge
Work in prediction skills
Strategy instruction Hughes, Ruhl, Schumaker, & Deshler, 2002;
Lancaster, Schumaker, Lancaster, & Deshler, 2009; Schumaker et al., 1982
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ACT & Check Strategy
ACT & Check Ask yourself a question Consider the text Think about what you know and take a good guess Check your guess
Based on a research-validated instructional
methodology designed to teach strategies to students (Ellis, Deshler, Lenz, Schumaker, & Clark, 1991)
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ACT & Check Strategy: Research Results
25 adults with high-functioning ASD were randomly assigned to either a treatment or control group.
One hour, twice a week for six weeks, in groups of 3–5
Treatment group demonstrated significantly superior performance on 1 of 2 measures of inference generation in reading (p =.04; g = .97, 95% CI .17 to 1.76) and 1 measure of metacognitive ability (p = .001; g = 1.41, 95% CI .56 to 2.26) compared to control group
Significant differences between groups were not found on general measures of reading comprehension or social inference ability (p > .05; d = .001).
■Murza, Nye, Schwartz, Ehren, & Hahs-Vaughn, 2014
Delivery of the Intervention 29
◻Ellis, Deshler, Lenz, Schumaker, & Clark (1991)
Eight-Stage Instructional Sequence
Stage 1 Pretest and Make Commitments Gather baseline data to increase individual’s
awareness of the necessity of strategy
instruction and increase his/her motivation to
learn the strategy.
Stage 2 Describe Explicit instruction in each component of the
strategy including overt and covert
processes.
Stage 3 Model Instructor uses a “think-aloud” procedure to
walk students through each overt and covert
process of each step of the strategy.
Stage 4 Verbal Practice Students demonstrate an ability to
automatically name each strategy step and
explain key information.
Delivery of the Intervention 30
Eight-Stage Instructional Sequence
Stage 5 Controlled Practice and
Feedback
Students are provided with multiple opportunities to
practice using the strategy with less demanding
material to build their confidence and help them
become independent in their use of the strategy.
Stage 6 Advanced Practice and
Feedback
Students are provided with multiple opportunities to
practice using the strategy with materials similar to
those he/she encounters on a daily basis.
Stage 7 Posttest and Make
Commitments
Gather data to demonstrate mastery of the strategy
and make commitments to generalization of the
strategy across settings, situations, and time.
Stage 8 Generalization Students demonstrate the generalization of the use
of the strategy across settings.
Ellis, Deshler, Lenz, Schumaker, & Clark (1991)
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Example
“I want to go home,” I said, my voice perilously near trembling, and without a word he
started up the engine, let in the clutch and turned the car round the way that we had
come.
From Jamestown Readers’ Timed Readings in Literature Series (Spargo, 1989). Passage 15 excerpt from Rebecca by Daphne Du Maurier.
Character Condition: How have the character’s emotions changed? Did some event Significantly change the character’s life? How so?
Big Goal: Why did “he” just do that?
Known (the author tells me) Unknown (the author doesn’t tell me)
“I want to go home,” I said, my
voice perilously near trembling
…”
Seems like the narrator wants to get away from
where they are in the car. I know when people’s
voices tremble they are either scared, angry, or
about to cry from sadness.
Without a word … Whoever “he” is obeyed her wishes. Maybe that’s
because he wants to help her feel better.
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Inference Category Question Key
Inference Category Question(s)
Theme or Thesis Theme What does the story reveal (if anything)? What kinds of changes did the main character go through? (what
happens to the main character?) What did the main character learn? What is the nature of the conflict?
Thesis What is the main idea of this passage?
Author’s Intent What is the author trying to tell me? Or how is the author trying to influence me? Or...what impression is the author trying to make upon me?
Character Condition How have the character’s emotions changed? What is this character up to now? Did this event significantly change this character’s life, how so? Does this information tell me anything new about the character?
Big Goal Why did the character just do that? What does the character want to happen now?
Intended Reader Emotion
What is the author trying to make me feel by writing that?
Now It’s Your Turn!
◻If you have the handouts accessible, turn to the inference category question key and the next paragraph in the Rebecca excerpt.
◻Work individually or with a partner for 5 minutes to read the paragraph while using the ACT & Check Strategy.
From Jamestown Readers – Timed Readings in Literature Series (Spargo, 1989) Passage 15 excerpt from Rebecca by Daphne Du Maurier
◻ Swiftly we covered the ground, far too swiftly, I thought, far too easily, and the callous countryside
watched us with indifference. We came to the bend in the road that I had wished to imprison as a memory, and the peasant girl was gone, and the color was flat, and it was no more after all than any bend in any road passed by a hundred motorists. The glamour of it had gone with my happy mood, and the thought of it my frozen face quivered into feeling, my adult pride was lost, and those despicable tears rejoicing at their
conquest welled into my eyes and stayed upon my cheeks.
Inference Instruction at Each Tier
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Tier 1: Make the process of inference generation explicit. Provide opportunities for students to support their answers with evidence.
Tier 2: Use think-aloud procedures to make the ACT & Check Strategy even more explicit. Work on the “A” piece of the strategy.
Tier 3: Full ACT & Check Strategy Intervention guided by the empirically validated instructional methodology of Ellis et al. (1991).
Questions? Comments?
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Contact Information
◻Kim Murza, Ph.D., CCC-SLP ◻Email: kim.murza@unco.edu ◻Office: 970-351-1084
References
◻ Anderson, R., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-292). New York: Longman.
◻ Ellis, E.S., Deshler, D.D., Lenz, B.K., Schumaker, J.B., & Clark, F.L. (1991). An instructional model for
teaching learning strategies. Focus on Exceptional Children, 23(6), 1-24.
◻ Hughes, C.A., Ruhl, K.L., Schumaker, J.B., & Deshler, D.D. (2002). Effects of instruction in an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research & Practice, 17(1), 1-18. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/1540-5826.00028/abstract
◻ J.B. Hunt, Jr. Institute for Educational Leadership and Policy & Council of Chief State School Officers (2011). Common Core State Standards: A new foundation for student success.
◻ Lancaster, P.E., Schumaker, J.B., Lancaster, S.J.C., & Deshler, D.D. (2009). Effects of a computerized
program on use of the test-taking strategy by secondary students with disabilities. Learning Disability Quarterly, 32, 165-179. Retrieved from http://www.jstor.org/stable/10.2307/27740366
◻ Magliano, J. P., & Graesser, A. C. (1991). A three-pronged method for studying inference generation in literary text. Poetics, 20, 193-232. Retrieved from http://www.sciencedirect.com/science/article/pii/0304422X9190007C
◻ Murza, K. A., Nye, C., Schwartz, J. B., Ehren, B. J., & Hahs-Vaughn, D. (2014). A randomized controlled trial of an inference generation strategy intervention for adults with high-functioning autism spectrum disorder. American Journal of Speech-Language Pathology, 23, 461-473.
References cont.
◻ National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards (English Language Arts). Washington, D.C.
◻ Nesbitt, S. (2000). Why and why not? Factors influencing employment for individuals with AS. Autism 4, 357–370.
◻ Scarborough, H. 2001. Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. Pp. 97-110 in S. B. Neuman & D. K. Dickinson (Eds.) Handbook of Early Literacy. NY: Guilford Press.
◻ Schumaker, J. B., Deshler, D. D., Alley, G. R., Varner, M. M., Clark, F. L., & Nolan, S. (1982). Error monitoring: A learning strategy for improving adolescent academic performance. In W. M. Cruickshank & J. W. Lerner (Eds.), Coming of age: Vol. 3. The Best of ACLD (pp. 170–183). Syracuse, NY: Syracuse University Press.
◻ Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading
comprehension. Santa Monica, CA: RAND. ◻ Spargo, E. (Ed.). (1989). Timed readings in literature: Book six. Chicago, IL: Jamestown Publishers, Inc.
◻ Ukrainetz, T. (2007). Contextualized language intervention: Scaffolding PreK-12 literacy achievement. Pro-
Ed, Austin, TX.
1 Murza, 2016
APPENDIX A
Diagnostic Hypothesis Graphic Organizer
The problem:
Why?
Why?
Why?
Why?
2 Murza, 2016
APPENDIX B
Directions: Use the space below to write down which standard you are going to target and the
language/cognitive underpinnings below.
Standard:
Standard:
3 Murza, 2016
APPENDIX C
Ellis, Deshler, Lenz, Schumaker, & Clark’s (1991) Eight-Stage Instructional Sequence
Eight-Stage Instructional Sequence
Stage 1 Pretest and Make Commitments Gather baseline data to increase individual’s
awareness of the necessity of strategy
instruction and increase his/her motivation to
learn the strategy.
Stage 2 Describe Explicit instruction in each component of the
strategy including overt and covert processes.
Stage 3 Model Instructor uses a “think-aloud” procedure to
walk students through each overt and covert
process of each step of the strategy.
Stage 4 Verbal Practice Students demonstrate an ability to
automatically name each strategy step and
explain key information.
Stage 5 Controlled Practice and Feedback Students are provided with multiple
opportunities to practice using the strategy
with less demanding material to build their
confidence and help them become
independent in their use of the strategy.
Stage 6 Advanced Practice and Feedback Students are provided with multiple
opportunities to practice using the strategy
with materials similar to those he/she
encounters on a daily basis.
Stage 7 Posttest and Make Commitments Gather data to demonstrate mastery of the
strategy and make commitments to
generalization of the strategy across settings,
situations, and time.
Stage 8 Generalization Students demonstrate the generalization of
the use of the strategy across settings.
4 Murza, 2016
APPENDIX D
Inference Category
Question Key Inference
Category
Question(s)
Theme or
Thesis
Theme
What does the story reveal (if anything)?
What kinds of changes did the main character go
through? (what happens to the main character?)
What did the main character learn?
What is the nature of the conflict?
Thesis
What is the main idea of this passage?
Author’s
Intent
What is the author trying to tell me? Or how is
the author trying to influence me? Or...what
impression is the author trying to make upon me?
Character
Condition
How have the character’s emotions changed?
What is this character up to now?
Did this event significantly change this
character’s life, how so?
Does this information tell me anything new about
the character?
Big Goal Why did the character just do that?
What does the character want to happen now?
Intended
Reader
Emotion
What is the author trying to make me feel by
writing that?
Murza, 2011
5 Murza, 2016
APPENDIX E
Inference Graphic Organizer Known
(the author tells me)
Unknown
(the author doesn’t
tell me)
6 Murza, 2016
Murza, 201
APPENDIX F
From Jamestown Readers – Timed Readings in Literature Series (Spargo, 1989)
Passage 15 excerpt from Rebecca by Daphne Du Maurier
Lesson 5 “I do it” Practice
“I want to go home,” I said, my voice perilously near to trembling, and without a
__________________________________________________________________
word he started up the engine, let in the clutch and turned the car round the way
__________________________________________________________________
that we had come.
__________________________________________________________________
Swiftly we covered the ground, far too swiftly, I thought, far too easily, and
__________________________________________________________________
the callous countryside watched us with indifference. We came to the bend in the
__________________________________________________________________
road that I had wished to imprison as a memory, and the peasant girl was gone, and
__________________________________________________________________
the color was flat, and it was no more after all than any bend in any road passed by
__________________________________________________________________
a hundred motorists. The glamour of it had gone with my happy mood, and the
__________________________________________________________________
thought of it my frozen face quivered into feeling, my adult pride was lost, and
__________________________________________________________________
those despicable tears rejoicing at their conquest welled into my eyes and strayed
__________________________________________________________________
upon my cheeks.
__________________________________________________________________
I could not check them, for they came unbidden, and had I reached in my
__________________________________________________________________
pocket for a handkerchief, he would have seen. I must let them fall untouched, and
__________________________________________________________________
suffer the bitter salt upon my lips, plumbing the depths of humiliation. Whether he
__________________________________________________________________
had turned his head to look at me I do not know, for I watched the road ahead with
__________________________________________________________________
blurred and steady stare, but suddenly he put out his hand and took hold of mine,
__________________________________________________________________
7 Murza, 2016
and kissed it, still saying nothing, and then he threw his handkerchief on my lap,
__________________________________________________________________
which I was too ashamed to touch.
_________________________________________________________________
I thought of all those heroines of fiction who looked pretty when they cried,
__________________________________________________________________
and what a contrast I must make with a blotched and swollen face, and red rims to
__________________________________________________________________
my eyes. It was a dismal finish to my morning, and the day that stretched ahead of
__________________________________________________________________
me was long. I had to lunch with Mrs. Van Hopper in her room, because the nurse
__________________________________________________________________
was going out, and afterwards she would make me play bezique with all the tireless
__________________________________________________________________
energy of the convalescent. I knew I should stifle in that room. There was
__________________________________________________________________
something sordid about the tumbled sheets, and sprawling blankets and the
__________________________________________________________________
thumped pillows, and that bedside table dusty with powder, spilt scent, and melting
__________________________________________________________________
liquid rouge. Her bed would be littered with the separated sheets of the daily
__________________________________________________________________
papers folded anyhow, while French novels with curling edges and the covers torn
__________________________________________________________________
kept company with American magazines.
__________________________________________________________________