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Models of Reading Comprehension

Page history last edited by fran toomey 14 years, 9 months ago

FrontPageCOMPARISON OF MODELS OF READING COMPREHENSION  Explorience, 2006 Revised 10/06 ©

Scobie and Toomey2 (97-06)

To enable students to use their knowledge for higher order thinking

Judith Irwin, l991

Strategies that Work

Harvey/Goudvis, 2000



Carlisle, 2002

CRISS, 1996





Self-Management (Sm)

*Recognizing breakdowns

*Identifying type/source of 


*Repairing breakdown with 

 strategies and monitoring success


*comprehension monitoring

*adjusting strategies

*study skills


*Repair faulty comprehension

*Monitory the adequacy of   


Executive Strategies (4)

*recognize breakdowns

*decide how to approach task



Sticky notes

Pre and post journal?

Identifying purpose (P)

*Reason for Reading Text

(A) Information, (B) How to use



Who determines purpose:

*Teacher, Author, Reader



Questioning (2)

Preparatory Strategies(l)

*Determine purpose

*Make predictions

Pre and Post Journal

Organizing the Information (O)

*Text Structure (8 basic types)

*Graphic Organizers

*Text Features



*Organize text structure


Determining Importance:  Distilling the Essence of Text (5)



Organizational Strategies (2)

*Identify Main Idea


*Map text structure

*Cohesion Ties between Sentences

*Genre/Text Structure Instruction

Text Structure

Main Idea and Details

Graphic Organizers


Organizing for learning

Selective Underlining

Power Notes; Two column notes

Content frames

Story Plans

 Knowledge Building (K)

*Identify Concepts

*Define Concepts

*Perceive and Construct 

*Relationships among Concept




Making Connections (1)

Determining Importance:  Distilling the Essence of Text (5))




*Access prior knowledge

*Word learning strategies

Concept Mapping


Elaborating  (E)








Integrative Processes:


*Slot filling inferences

*Anaphora inferences

Elaborative processes:


*mental imagery

*affective responses

*Higher level thinking

Making Inferences (4)

Elaborative Strategies (3)

*integrating prior knowledge to  

  form images

*Generate explanations that  

  extend text info



Stop and Record (Sr)

*Listing important concepts

*Use of graphic organizer

*Concept Mapping

Leads to Summary Writing



Visualizing (3)

Synthesizes information (6)





Think pair share

Sticky notes for discussion

Read and say something


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