Inferencing: The Tipping Point for Narrative Reading Comprehension

1
Inferencing The Tipping Point for Narrative
Reading Comprehension

• Carol Westby, PhD
• mocha_at_unm.edu
• North Carolina Speech-Language-Hearing
  Association
• April 2008

In a culture where written language is prominent
and readily available, basic literacy is a
natural extension of an individuals linguistic
development (Fillion and Brause, 1987).
2
2007 Reading NAEP of 8th grade Students by
race/ethnicity on Reading Achievement
North Carolina data in parenthesis)
3
2007 Reading NAEP of 8th grade Students at
reading levels according to eligibility for
free/reduced lunch
(North Carolina data in parenthesis)
4
National Reading Panel ReportAreas of reading
instruction

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Text comprehension

5
Inferencing for Comprehension

• Theory of mind prospective taking
• Bringing in past personal experiences
• Linking to other texts

6
Bridging for Student Literacy Success
Professional-Family Partnerships
Guided participation
Inside-out Assessment
Instructionally Congruent Teaching
Outside-in Assessment
Students support systems, cultural values
beliefs, cognitive, linguistic social skills
Classroom academic social demands

Underpinnings for Literacy
Sufficient working memory Decoding
skills Knowledge of temporal and causal
relationships Semantic/syntactic skills Knowledge
of text structure and text content for text
comprehension Metacognitive monitoring and
strategy skills
Westby, C.E. (2000)
7
Types of Literacy

• Basic literacy say and define the words on the
  page
• Critical literacy interpret, analyze,
  synthesize, and explain texts
• Dynamic literacy act on the content gained from
  texts, interrelating the content for
  problem-raising and problem-solving

Morris, P.J. Tchudi, S. (1996). The new
literacy Moving beyond the 3Rs. San Francisco
Jossey-Bass.
8
NAEP Grade 4 Questions for Hungry Spider and
Turtle

• When turtle remains quiet about his mistreatment
  by Spider, the author wants you to
• believe turtle is afraid
• have sympathy for turtle
• feel dislike for turtle
• think turtle deserved no dinner
• Spiders behavior during the first part of the
  story is most like that of
• mothers protecting their children
• thieves robbing banks
• runners losing races
• people not sharing their wealth

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Comprehension Requires That

• Readers build a mental model or representation
  of the situation or world (real or imaginary)
  described in the text.

Perfetti, C., (1997). Sentences, individual
differences, and multiple texts Three issues in
text comprehension. Discourse Processes, 23,
337-355.
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Mental Modeling for Individual Texts
Knowledge, experiences, propositions from
long-term memory
Situation/Scenario Mapping Model Comprehensive
referential meaning of the real or imaginary
situation described in the text.
Text Macrostructure Text organization Gist or
theme
Text Microstructure Words Sentences Cohesive
structures
Textbase Model
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Dynamic Model
Situation Model for Topic Based on Information
from all Documents
Situation Model 1
contradicts
supports
opposes
Situation Model 4
Situation Model 2
relevant to
based on
Situation Model 3
agrees with
gives evidence for
Intertext Model
Text 1
Text 2
Text 3
Text 4
Situation Models for Individual Texts
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Classes of Inferences

• Anaphoric references pronoun/noun-phrase that
  refers to previous text entity
• Bridging/relational semantically or conceptually
  relating sentence to previous content
• Explanation-based/causal explain what is read by
  a causal chain or network of previous events and
  states
• Predictive forecast what events will unfold
• Goal infer intentions of agent
• Elaborative properties and associations that
  cannot be explained by causal relationships

Snow, C. (2002). Reading for understanding
Toward an R D program in reading comprehension.
Rand Corporation.
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What good readers do when they inference

• Recognize the antecedents of pronouns
• Figure out the meaning of unknown words from
  context cues
• Figure out the grammatical function of unknown
  words
• Identify characters beliefs, personalities, and
  motivations
• Understand characters relationship to one
  another
• Provide details about the setting
• Provide explanations for events or ideas that are
  presented in the text
• Understand the authors biases
• Relate what is happening in the text to their own
  knowledge of the world
• Offer conclusions from facts presented in texts

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Reasons for Inferencing Difficulties

• Lack of general knowledge
• Have difficulty accessing relevant knowledge and
  integrating it with what is in the text
• Less skilled at integrating information from
  different parts of text making relevant
  inferences
• Poor at using linguistic devices that signal
  cohesion
• May not realize that inferences are necessary or
  even permissible

Oakhill, J. Yuill, N. (1996). Higher order
factors in comprehension disability Processes
and remediation. In C. Cornoldi J. Oakhill
(Eds.), Reading comprehension difficultiesProcess
es and intervention. (pp. 69-92). Mahwah, NJ
Erlbaum
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The man stood before the mirror and combed his
hair. He checked his face carefully for any
places he might have missed shaving and then put
on the conservative tie he had decided to wear.
At breakfast, he studied the newspaper and,
over, coffee, discussed the possibility of buying
a new washing machine with his wife. Then he made
several phone calls. As he was leaving the
house, he thought about the fact that his
children would probably want to go to that
private camp again this summer. When the car
didnt start, he got out, slammed the door, and
walked down to the bus stop in a very angry
mood. Now he would be late. Where is the man
going? What section of the paper is he reading?
What do you think he is going to do about
washing machine and summer camp? What are some
things hes concerned about?
16


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Think Aloud

• Students read silently as teacher reads aloud.
  Teacher thinks through trouble spots
• Make predictions From the title I think this
  will be about...
• Describe the pictures you form in your head about
  the information. I have a picture of this scene
  in my head and this is what it looks like....
• Develop analogies Show how to link prior
  knowledge to new information in text. This
  reminds me of....
• Demonstrate fix-up strategies Show how to make
  sense of the passage. Id better reread. or
  Ill read ahead and see if I can get some more
  information.
• After you complete reading and think aloud,
  encourage students to add their own thoughts to
  yours.

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Think Aloud StatementsIndicating Comprehension

• Restatement, paraphrasing, or summarizing of what
  the author has said, preserving the language and
  of the author or gist of the authors ideas.
• Making new meaning makes an inference, draws a
  conclusion, or engages in reasoning.
• Questioning that indicates understanding asks a
  question based on understanding of the text,
  e.g., questioning the motivation of a character,
  applying text content to a similar situation, or
  projecting text content into a future point in
  time
• Noting understanding student recognizes that she
  or he understands what was read.
• Reporting prior knowledge student reports a
  match with what was previously known or indicates
  that prior knowledge was absent or in conflict
  with the text.
• Identifying personally relates the text to
  personal experiences, makes a judgment of some
  sort on the basis of personal experiences, states
  interest or lack of it, or indicates like or
  dislike for a topic.

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Think Aloud StatementsIndicating Lack of
Comprehension

• Questioning content asks questions about
  character motivation or the applications of a
  concept that indicate lack of understanding. The
  student also asks about the meaning of words or
  concepts.
• Noting lack of understanding clearly states that
  she or he is confused about something.

Leslie, L., Caldwell, J. (2005). Qualitative
reading inventory-4. New York Longman.
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Types of Answers to QRI Questions

• Failure to link ideas across a passage making
  relational inferences
• Failure to make causal inferences
• Failure to parse syntax
• Excessive elaboration or overreliance on prior
  knowledge
• Failure to know a key vocabulary word
• No response did not answer

Dewitz, P., Dewitz, P.K. (2003). They can read
the words, but they cant understand Refining
comprehension assessment. The Reading
Teacher, 565, 422-435.
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Errors on Literal and Inferential Questions
Oakhill, J., Yuill, N. (1996). Reading
comprehension difficulties Processes and
intervention. Mahwah, NJ Erlbaum.
22
Correct Comprehension Questions( answered
correctly)
Laing, S., Kamhi, A. (2002). The use of
think-aloud protocols to compare inferencing
abilities in average and below-average readers.
Journal of Learning Disabilities, 35, 426-438.
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Vocabulary Reading

• Orally tested vocabulary at the end of first
  grade is a significant predictor of reading
  comprehension 10 years later. (Cunningham, A.E.,
  Stanovich, K.E. (1997).
• Children with restricted vocabulary by third
  grade have declining comprehension scores in the
  later elementary years. Chall, J.S., , Jacobs,
  V.A., Baldwin, L.E. (1990).
• Children acquire 3,000-4,000 words/year (Nagy
  Anderson, 1984)

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Categories of Contexts
Misdirective Contexts

• Sandra had won the dance contest, and the
  audiences cheers brought her to the stage for an
  encore. Every step she takes is so perfect and
  graceful, Ginny said XXXXXXX as she watched
  Sandra dance.

• Sandra had won the dance contest, and the
  audiences cheers brought her to the stage for an
  encore. Every step she takes is so perfect and
  graceful, Ginny said grudgingly as she watched
  Sandra dance.

Beck, I.L., McKeown, M.G., Kucan, L. (2002).
Bringing words to life. New York Guilford.
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Categories of Contexts
Nondirective Contexts

• Dan heard the door open and wondered who had
  arrived. He couldnt make out the voices. Then he
  recognized the XXXXXX footsteps on the stairs and
  knew it was Aunt Grace.

• Dan heard the door open and wondered who had
  arrived. He couldnt make out the voices. Then he
  recognized the lumbering footsteps on the stairs
  and knew it was Aunt Grace.

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Categories of Contexts
General Contexts

• Joe and Stan arrived at the party at 7
  oclock. By 930, the evening seemed to drag for
  Stan. But Joe really seemed to be having a good
  time at the party. I wish I could be as XXXXXXX
  as he is, thought Stan.

• Joe and Stan arrived at the party at 7
  oclock. By 930, the evening seemed to drag for
  Stan. But Joe really seemed to be having a good
  time at the party. I wish I could be as
  gregarious as he is, thought Stan.

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Categories of Contexts
Directive Contexts

• When the cat pounced on the dog, he lept up,
  yelping, and knocked down a shelf of books. The
  animals ran past Wendy, tripping her. She cried
  out and fell to the floor. As the noise and
  confusion mounted, Mother hollered upstairs,
  Whats all the XXXXX?

• When the cat pounced on the dog, he lept up,
  yelping, and knocked down a shelf of books. The
  animals ran past Wendy, tripping her. She cried
  out and fell to the floor. As the noise and
  confusion mounted, Mother hollered upstairs,
  Whats all the commotion?

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Vocabulary Tiers

• Tier 1 basic words that rarely need to be taught
• Hair, always, dress, grass
• Tier 2 high frequency words for capable language
  learners important to have in ones vocabulary
• Pungent, capricious, devious, tormented
• Tier 3 low frequency usually specific to an
  academic domain best learned in the content area
• Arbor, scythe, isotope, photosynthesis

Beck, I.L., McKeown, M.G., Kucan, L. (2002).
Bringing words to life. New York Guilford.
29
Criteria for identifying Tier 2 words

• Importance and utility
• appear frequently across domains
• likely to occur in many texts
• useful in describing experiences
• Instructional potential
• can be worked with in a variety of ways, so
  students can build rich representations
• relate to other words and ideas
• adds dimensions to ideas already developed
• Conceptual understanding
• general concept is understood
• provides precision and specificity in describing
  concept

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Lubliner, S. (2005). Getting into words
Vocabulary instruction that strengthens comprehens
ion. Baltimore Bookes.
32
Vocabulary instruction

• Contextualize word for its role in the story
• Have children repeat word so they create a
  phonological representation
• Explain the meaning of the word
• Give examples in contexts other than the story.
• Children provide their own examples
• Children say word again to reinforce its
  phonological representation

Beck, I.L., McKeown, M.G., Kucan, L. (2002).
Bringing words to life. New York Guilford
33
Vocabulary Development

• Of 10,000 unfamiliar words, an American 5th
  grader will encounter in reading, 4,000 will be
  derivatives of more frequent words (Nagy, Osborn,
  Winsor, OFlahavan, 1994).
• Between 1st and 5th grades, the increase in
  number of derived words is over three times
  greater than the increase in number of root words
  (Anglin, 1993)

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Most Common PrefixesGrades 3-4

• un- pre-
• re- inter-
• in-, im-, ir, il-(not) fore-
• dis- de-
• en-, em- trans-
• non- super-
• in-, im- (in or into) semi-
• over-(too much) anti-
• mis- mid-
• sub- under-

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Latin Roots in Harry Potter
Nilsen, A.P., Nilsen, D. (2006). Latin revived
Source-based vocabulary lessons courtesy of Harry
Potter. Journal of Adolescent Adult Literacy,
50 (2), 128-134.
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Emotional Thermometer
Ecstatic/euphoric
Blissful
Elated
happy sad mad
Joyful
Happy
Glad
Pleased
Contented
Comfortable
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Emotional Thermometers
Enraged
Petrified
Incensed
Hysterical
Livid/furious
Terrified
Angry
Scared/frightened
Aggravated
Startled
Provoked
Unnerved
Irritated

Disturbed
Annoyed
Dismayed
Bothered
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Theory of Mind

• Being aware of what other people are thinking
• Predicting what others are thinking from what we
  know about them and the world
• Using what we know about other people to
  understand a situation

Garfield, J.L., Peterson, C.C., Perry, T.
(2001). Social cognition, language acquisition,
and the development of theory of mind. Mind
Language, 16, 494-541.
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Sharing Book Stories

• Landscape of Action
• What characters do
• How they do it
• Mrs. Pig opened the door.
• The babysitter is a wolf.
• The wolf is holding an umbrella.

• Landscape of Consciosness
• What characters feel and think.
• Why they feel and think as they do?
• Making judgments about the characters
• Mrs. Pig doesnt know its a wolf.
• The wolf is tricking Mrs. Pig. The wolf wants to
  eat the piglets.
• The baby pigs are scared, so theyre running.

Bruner, J. (1986). Actual minds, possible
worlds. Cambridge, MA Harvard University Press.
Mr. And Mrs. Pigs Evening Out
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TOM in Childrens Books

• Books for preschool children contain many
  references to mental states
• In 317 preschool books, 78 referred to internal
  states
• 34 contained a false belief
• 31 contained deception

Cassidy, K.W., et al. (1998). Theory of mind
concepts in childrens literature. Applied
Psycholinguistics, 19 (3), 463-470.
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Fostering Components of TOM
Episodic Memory
Reflection on self And others
Flexible Dynamic Thinking
Coordination
Referencing
Emotional Sharing
Based on concepts from Gutstein, S. (2005). The
heart of autism. www.rdiconnect.com
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Types of MemoryNeeded for Inferencing

• Semantic memory memory for words and concepts
• Procedural memory memory for how to do something
• Episodic memory memory for subjective
  experiences throughout time ability to perceive
  the present moment as both a continuation of the
  past and as a prelude to the future.

McGuigan, F., Salmon, K. (2004). The time to
talk The influence of the timing of adult-child
talk on childrens event memory. Child
Development, 75, 669-686.
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Emotional Sharing

• Amplify excitement in positive experiences
• Soothing facial gazing and vocal tones to emotion
  calm when distressed
• Universal emotional sharing around happy, sad,
  mad/angry, afraid, disgusted, surprised
• The Highlight of Interactions

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Referencing

• Borrowing the perspective of another person
• Using others reactions as a reference point to
  resolve uncertainty
• Determining the emotional meaning of an
  unfamiliar person or object
• Making sure that your actions meet the approval
  of your partner
• Determining your behaviors effect on others

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Coordination/Coregulation

• Taking regulatory actions to preserve
  coordination during parallel and complementary
  activities
• Referencing while engaged in ongoing activity

Dont over-compensate for the child. Observe if
the child acts to remain coordinated with you.
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Dynamic, Flexible Thinking

• Improvising problem solutions when needed
• Hypothetical thinking to prepare for potential
  future situations
• Developing new problem solving strategies when
  old strategies are not working

47
Reflection on Self Others Essential for
understanding the meaning/moral of a story

• Awareness that others may feel differently than
  they do
• Awareness of how ones behavior can influence
  emotions of others

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Landscape of Consciousness

• Simple transformations emotions and auxiliary
  verbs that modify the action of the main verb
• Modal/compulsion
• could, would, should, must, have to, need to
• Intention
• want, tried, going to
• Result
• (action presented as accomplishment) succeeds
• Manner
• Adverbs hurriedly, anxiously
• Time still, again, awhile, almost, ready,
  finally
• Other also, too, even
• Aspect
• (status of action in time) starting to, beginning
  to

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Landscape of Consciousness

• Simple transformations (cont.)
• Status/negative
• not, nothing
• Emotions
• Primary happy, sad, mad/angry, afraid/scared
• Secondary jealous, worried, embarrassed,
  humiliated
• Verbs hate, felt, liked

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Landscape of Consciousness

• Complex transformations two clauses in which
  a complex verb phrase adds an element of mental
  activity
• Appearance
• pretends, claims
• Knowledge/cognition
• know, think/thought, learn, guess, ignore
• Description/verbs of speech ask, tell, say,
  report, state
• Direct dialogue Max asked, Why are you
  crying?
• Indirect dialogue Max told the snail to be
  quiet.
• Supposition/prediction
• expects, predicts

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8th Grade Low Reader
One day a little third grade boy, named Pascal,
was walking to school when he found a red
balloon. It was tied to a pole, and he climbed
the pole and got it. Then he went to get aspect
on the bus, but the balloon was not status
allowed on the bus. So he ran to school. When he
got there, the doors were locked, but he rang the
buzzer and got in. Before he went into the
classroom, he gave his balloon to the custodian
and went in. After school, he got his balloon but
it was raining. So he walked home under other
people's umbrellas. When he got home, his mom
threw the balloon out. But when she wasn't status
looking, he went out and got it. The next day, he
got his balloon and he found out that it was
alive knowledge. It followed him everywhere he
went! So, when he got on the bus, he just
manner/adverb let the balloon go and it followed
him. When he got to school, all the kids wanted
the balloon but on one could modal catch it,
including the principal and the vice principal,
so they left it out. But Pascal opened a window,
and the balloon got in.
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8th Grade Good Reader
Pascal a little boy from France was on his way to
school when he saw a balloon tied knowledge to a
lamp post and decided to get intent it. It was
hard for him to climb the pole but when he was
done he was sure it was worth it attitude. Pascal
usually aspect took the trolley to school but
that day he was not status allowed because of his
wonderful red balloon. The trolley conductor told
Pascal that balloons were not status allowed and
he should modal leave description. Quickly
manner/adverb Pascal ran to school trying not
status to be late intent, but he was not status
fast enough, when he got there the door was
locked and he had to modal wait to be let manner
in. Pascal knew he would modal never aspect be
allowed to take knowledge his balloon into class
so he left it with the janitor until he was
released from school. As Pascal was walking home
it started to rain aspect and he didn't status
want to get intent his balloon wet he would model
walk with people that had umbrellas. He walked
with nuns, old men and women, and just about
anyone who would model let him. As Pascal's
mother watched him walking knowledge up the
sidewalk, she saw the balloon and decided right
then aspect/adverbial it was not status going to
be subjective a longterm visitor. In fact as soon
as aspect/adverbial
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Syntactic patterns in childrens books

• Prepositional phrase With a slight movement of
  his skinny fingers, he gestured the warriors to
  stand away. (Lloyd Alexander, The Book of Three).
• Appositive A professional individualist, William
  T. Stead seemed almost to have planned his
  arrival. (Walter Lord, A Night to Remember)
• Participial phrase Rising with two pups held
  close to my chest, I asked if I owed anything.
  (Wilson Rawls, Where the Red Fern Grows)
• Adjective clause The twins, who had finished
  their homework, were allowed to watch half an
  hour of TV. (Madeleine LEngle, A Wrinkle in
  Time).
• Adverb clause While she sat there, a fuzzy
  spider paced across the room. (Eleanor Coerr,
  Sadako and the Thousand Cranes)

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Dependent or Subordinate Clauses

• Connectives
• after if whenever
• although if only whereas
• as in order that while
• as if since
• as long as so that Pronouns, e.g.
• as though though who
• because till that
• before until what
• even if unless whatever
• even though when

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Dependent or Subordinate Clauses

• Dependent clauses that work as adverbs
• While Max went to the store, the bird ate all the
  food in the house.
• Max fed the bird until he had no more food.
• After the bird was full grown, it took off with
  Maxs house.
• Although Max fed the bird a lot of food, the bird
  was still crying.
• Max kept feeding the bird because he wanted it to
  be quiet.
• The bird took off into the sky as Max stepped
  onto his porch.

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Dependent or Subordinate Clauses

• Dependent clauses that work as adjectives
• The yellow bird that had eaten all of Maxs food
  flew off with the house.
• Once there was a mouse named Max who found a
  little yellow bird.
• The bird flew to Mexico where Max got a job
  making sombreros.
• Dependent clauses that work as nouns
• Max explained to his girlfriend Maxine how the
  bird had eaten all his food.
• Maxs friends didnt know what happened to him.

57
Sentential Complements

• Verbs of communication (e.g., say, ask)
• Lauren asked where the book was hidden.
• Kelly said the book was in the closet.
• Verbs of cognition (e.g., think, know)
• Eva thought the book was in the bedroom.
• Susan knew the book was on the desk.

Tager-Flusberg, H., Joseph, R.M. (2005) How
language facilitates the acquisition of
false-belief understanding in children with
autism. In J.W. Astington J.A. Baird (Eds.),
Why language matters for theory of mind. Oxford
Oxford University Press.
58
Sentences from Harry Potter

• The idea of being taught consideration by a man
  who had just blasted away half his living room
  wall seemed to cause him intense suffering.
• Indeed, from the tone of his voice when he next
  spoke, Harry was quite sure that Mr. Weasley
  thought Dudley was quite as mad as the Dursleys
  thought he was, except that Mr. Weasley felt
  sympathy rather than fear.

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Indeed, from the tone of his voice when he next
spoke, Harry was quite sure that Mr. Weasley
thought Dudley was quite as mad as the Dursleys
thought he was, except that Mr. Weasley felt
sympathy rather than fear.
Flood, J., Lapp, D., Fisher, D. (2002). Parsing,
questioning, and rephrasing (PQR)
Building syntactic knowledge to improve reading
comprehension. In C.C. Block, L.B. Gambrell, M.
Pressley (Eds.), Improving comprehension
instruction. Newark, DE IRA.
60
Australian Accelerated Literacy High Order Book
Orientation

• Consider the authors intent or purpose for the
  following
• word choices
• syntactic patterns
• paragraph/text organization

61

• He screwed his eyes shut, suddenly afraid
  that this was a dream, and he was still on the
  mountain top with the fire, the ice, the terror
  and the despair

• He screwed his eyes shut,
• suddenly afraid that this was a dream
• and he was still on the mountain top
• with the fire, the ice,
• the terror and the despair

Accelerated Literacy Transformations
62
Text Patterns Rowan of Rin
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64
Language Functions

• Self-maintaining (used 2 ½ time more by low SES)
• I wanna new CD.
• Give it to me, its mine.
• Directing (used 5 times more by middle SES)
• Im looking for a different book.
• Ill turn the pages and you read.
• Reporting (used 8 times more by middle SES)
• The family visits the camp where the dad stayed
  during the war.
• The grandfather died at the camp.

Based on Tough, J. (1979).Talk for teaching and
learning. Portsmouth, NH Heinemann. Bunting, E.
(1998). So far from the sea. New York Clarion.
65
Language Functions

• Projecting into thoughts and feelings of others
• (used 2 times more by middle SES)
• I think the dad made peace with what had
  happened?
• Reasoning (used 9 times more by middle SES)
• The grandfather died because the government took
  his hope and dignity.
• Laura left the cub scout scarf to show that
  grandfather was an American.
• Predicting (used 2 times more by middle SES)
• The dad will remember what happened when he was
  taken to the camp.

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PLAIPerceptual-language distance
I
II
III
IV
perceptual
Matching Perception
Selective Analysis of Perception
Reordering Perception
Reasoning about Perception
language distance
Blank, M., Rose, S. A., Berlin, L. J. (1978).
The language of learning The preschool years.
New York Grune Stratton.
67
Blank Level QuestionsLevel I Matching perception

• Label
• Locate
• Notice
• Rote counting

• Name an object or person (even with Who did X?
  kind of questions or Do you know what this is
  called?)
• Locate an object or character (Where is.)
• Direct attention to a pictured object and either
  name or dont name it

van Kleeck, A. (2003). Research on book sharing
Another critical look. In A. van Kleeck, S.A.
Stahl, E.B. Bauer (Eds.) On reading books to
children (pp. 271-320). Mahwah, NJ Erlbaum
68
Blank Level Questions Level II Selective
Analysis/ Integration of Perception

• Describe characteristics or function
• Describe/notice scene
• Sentence completion

• Focus on perceptual properties (size, shape,
  color) or parts of objects or characters say
  colors or numbers if there is a referent specify
  type of object (e.g., What kind of X.) discuss
  possession (e.g., Bears apple) or quantity
• Describe or notice actions that are immediately
  perceptually present in text or pictures
• Pause to allow child to complete sentence

69
Blank Level III QuestionsReorder/Infer about
Perception

• Discuss something not explicitly stated in text
  (e.g., It must be nighttime now.
• Focus on prior information presented in book
  during current or previous reading summarize,
  synthesize information from a series of pictures
• Focus on non-perceptual qualities (e.g., clever)
  and internal states, (e.g., sad, happy) of
  characters, objects, or ideas sometimes
  introduced by epistemic verbs (e.g., I think
  judgments (e.g., beautiful, funny) provide
  point of view (interpretation of what character
  is thinking, feeling
• Compare and contrast things in book (e.g., That
  looks like an X) or different stages of
  development of one thing (e.g., Before it was a
  caterpillar, but now its a butterfly!)
  statements with not (e.g., Find something that
  is not.)

• Infer
• Recall information
• Judgment/ evaluation
• Identify similarities/ differences

70
Blank Level IV QuestionsReasoning about
perception

• Predict
• Factual knowledge/ definitions
• Explain

• Predict what will happen next or outcome of story
  (used when doesnt know story)
• Provide general information that is not directly
  provided in book (e.g., Real bears sleep all
  through the winter. They hibernate define word
  meaning or name subordinates of a superordinate
  category (e.g., Bees and flies are kinds of
  insects.) distinguish between fantasy and
  reality (e.g., Can the bear really fly?)
• Go beyond story or actions to provide an
  explanation, often indicated with words like
  because, so that, since, or responses to
  why questions

71
Abstraction Levels

• Level 1
• Requires matching perception (answer immediately
  available
• Level 2
• Requires selective analysis of perception

• Example
• Point to a Monarch butterfly.
• What do you see on Grandmothers ofrenda?
• What is a metate used for?
• What color are Monarchs?

Ghost Wings by Barbara Joosse
72
Abstraction Levels

• Examples
• What is a migration?
• Name something that the girl would not put on the
  ofrenda?
• Why did the girl tremble when she was in bed?
• Why are scientists tagging butterflies?

• Level 3
• Required reordering of perception (prediction or
  reworking thoughts)
• Level 4
• Requires reasoning about perception (reflect or
  interpret)

73
Question-Answer-Relationships

• Where is the answer?
• Right there!
• Words are right there in the text
• Where is the answer?
• Think and search!
• Words are in the text, but not spelled out for
  you. Think about what the author is saying.
• Where is the answer?
• You and the author!
• Think about what you have learned and what is
  in the text.
• Where is the answer?
• On your own!
• Answer is in you head.
• Raphael, T.E. (1986). Teaching question/answer
  relationships, revisited. The Reading Teacher,
  39, 516-522.

74
QAR (Question-Answer-Response)Passage to
Freedom The Sugihara Story

• Right there
• Why were the Sugihara family living in Lithuania?
• Think and search
• In what ways did Hirokis life change after the
  Polish Jews came to his house?
• Author and you
• What is a visa?
• Why didnt Mrs. Sugihara help write the visas?
• On you own
• Can you think of someone else who has risked his
  or her own life to save other persons?

75
Internal States Chart
76
Promoting Inferencing
77
Perspectives
78
Predicting Dialogue Thoughts
Oh, no! Thats all I have from my mother
I can make her be my personal maid
Wouldnt you like to try my bracelet instead?
Let me try on your necklace.
Hattie
Ella
Hattie figures out that Ella has to do anything
she tells her to do
79
Inner-Outer Prediction Chart
Ella, Hattie, and Olive go to the ball
80
Australian Accelerated Literacy Lower Order
Book Orientation

• Book features title, author, illustrator,
  publisher
• Front cover frontispiece, title page
• Illustrations what they tell us about the story
• How they convey characters feelings
• How they convey relationships between characters
• Does the frontispiece introduce the setting and
  characters? Does it influence our emotions?
• Are the pictures literal interpretations of the
  text of do they give us extra information about
  the story?
• What do you need to focus on to
• Inferential meanings
• Stages of the text (in narration orientation,
  complication, resolution)
• Character development
• Think out loud hypothesize why the author has
  chosen the characters. actions, etc

81
Cultural Variations in Narration

• Who tells stories
• Functions and genres
• Childrens socialization in narrative thought
• Narrative structure
• Content and thematic emphasis
• Organization and style

82
Discourse Organization
Asian
Southwest American Indian
Kaplan, R. (1966). Cultural thought patterns in
intercultural education. Language Learning, 16,
1-20.
83
Discourse Structures

• Western
• Deductive
• (topic first)
• X (main point, actions suggested)
• Because of
• Y (background reasons)

• Eastern
• Inductive
• (topic delayed)
• Because of
• Y (background reasons)
• X (main point, actions suggested)

Scollon, R, Scollon, S.B.K. (1995). Intercultura
l communication. A discourse approach.
Cambridge, MA Blackwell.
84
Western Expository
There are three possible positions one can take
about male and female creativity. The first is
that males are inherently more creative in all
fields. The second is that if it were not for the
greater appeal of creating and cherishing young
human beings, females would be as creative as
males. If this were the case, then if men were
permitted the enjoyment women have always had in
rearing young children, male creativity might be
reduced also. (There is some indication in the
United States today that his is so.) The third
possible position is that certain forms of
creativity are more congenial to one sex than
the other and that the creative acts will
therefore come from only one sex in a given field.
Chu, H-C. J., Swaffar, J., Charney, D.H.
(2002). Cultural representations of rhetorical
conventions The effects of reading recall. TESOL
Quarterly, 36(4), 511-541
85
Qi-Cheng-Zhuan-HeExpository Style
Of all kinds of flowers in the grass and on the
trees of the world, many are very lovely. Tao
Yuan-ming in Chin Dynasty favors chrysanthemum.
Ever since the Lee and Tan Dynasties, worldly
people favor the peony. I favor the lotus because
it grows out of mud, but is not stained by mud
and it is washed by the water and does not appear
sensual. It is straight, going without branches.
The farther the fragrance spreads, the more
refreshing it is. Every single bud stands out
straight. It is best to appreciate it from a
distance but not to lay a hand on it. I would
say this.Chrysanthemum, the hermit of the
flowers peony the opulent of the flows lotus
the gentleman of the flowers. Aye! the love of
chrysanthemum is scarcely heard since Tao
Yuan-ming the love of lotus, who else but me?
the love of peony, countless people.
86
Effects of Rhetorical Conventions on Reading
Recall

• Freshman Senior Chinese-Speaking English Majors
• Did not rate organization of texts as different
• Recalled more of the passages using Chinese
  organization
• Did not rate the English-organized texts as more
  difficult to read or remember than
  Chinese-organized texts
• Higher English proficiency did not result in
  higher level of long-term retention of texts in
  L2 organization

Chu, H-C. J., Swaffar, J., Charney, D.H.
(2002). Cultural representations of rhetorical
conventions The effects of reading recall. TESOL
Quarterly, 36(4), 511-541
87
Story Grammar
Characters
Setting
Initiating Event
Plan
Internal Response
Attempts
Resolution
Consequence
Ending
Story Grammar Marker www.mindwingconcepts.com
88
Story Grammar

• Setting
• 1. Both mother and father dipladacus were afraid
  to leav the vally.
• 2. Mother dipladacus was afraid of the great
  tyranosoras rex.
• Initiating event
• 3. So one day little dipladacus wint to the
  rocks.
• 4. He didnt have anething to do.
• 5. Then he began to thro rocks at the mowntons!
• 6. The big tyranasoras rex heard him!
• 7. He lomberd forward fild with rege!
• Internal response
• 8. Little Dip was frightened but he was brave.
• 9. He knew what to do!
• Attempt
• 10. He began to throw rocks at tyranosores rex!
• 11. He hadd no more rocks!
• 12. So he began to hit tryranosores rex with
  trees!
• Consequence
• 13. Tryranosores rex fell into the water!
• Ending

89
(No Transcript)
90
Story Structure Emphasis

• Australian Arabic detailed settings
• Australian English focus on plot attempts by
  character
• Australian Vietnamese context and setting of
  story
• US American settings and actions goal-directed
  plans attempts that lead to consequences
• Thai context of narratives mental states of
  characters moral coda
• Japanese limited goal structure hence lack of
  attempts and consequences consist of initiating
  events and resolutions
• American Indians describe landscapes, walking
  events sequence, causality not a focus

Purves, A.C. (1988). Writing across languages and
cultures Issues in contrastive rhetoric. Newbury
Park, CA Sage. Worth, S., Adair, J. (1972).
Through Navajo eyes. Bloomington, IN University
of Indiana Press.
91
Universal Narrative Content

• Villainy
• Lack/loss
• Trickery/deceit

92
Many things confuse him. Dick and Jane are two
gussick (Eskimo word for white personderived
from the Russian word cossack) children who play
together. Yet he knows that boys and girls do not
play together and do not share toys. They have a
dog named Spot who comes indoors and does not
work. They have a father who leaves for some
mysterious place called office each day and
never brings any food home with him. He drives a
machine called an automobile on a road called a
street which has a policeman on each corner.
These policeman always smile, wear funny clothing
and spend their time helping children to cross
the street. Why do these children need this help?
Dick and Janes mother spends a lot of time in
the kitchen cooking a strange food called
cookies on a stove that has no flame in it. But
the most bewildering part is yet to come. One day
they drive out to the country which is a place
where Dick and Janes grandparents are kept. They
do not live with the family and they are so glad
to see Dick and Jane that one is certain that
they have been ostracized from the rest of the
family for some terrible reason. The old people
live on something called a farm, which is a
place where many strange animals are kepta
peculiar beast called a cow, some odd looking
birds called chickens and a horse which looks
like a deformed moose.
Salisbury (1967) ..4-5
93
Detection of Deceit

• Realize that deception exits
• Understand feelings of deceit
• False message
• Intentionally misleading
• (Intention is more important than content and
  consequences)
• Mask your own deception and decode leaky messages
  of others

94
Story Content

• Chinese
• Natural forces
• Social orientation
• Affect
• Moral/ethical correctness
• bad behavior caught and punished
• Authority
• No boy/girl differences

• American
• Physical aggression
• Economic orientation
• pay for damage
• Boysgtgreater physical aggression
• Girlsgtmoral/ethnical correctness

Domino, G., Hannah, M. (1987). A comparative
analysis of social values in Chinese and American
children. Journal of Cross-Cultural Psychology,
18, 58-77.
95
Story Content
Chinese children
American children
Social Concern
Aggression Narrative engagement
Authority
concreteness
Moral Autonomous Emotional
code orientation
expressiveness
Wang, Q., Leichtman, M.D. (2000). Same
beginnings, different stories A comparison of
American and Chinese childrens narrative. Child
Development, 71, 1329-1346.
96
Universal Emotions

• Happy
• Sad
• Mad/angry
• Surprised
• Afraid
• Disgusted

• All other emotions are culturally determined

97
PreReading Plan (PREP)Helps teacher to

• Determine prior knowledge student possesses about
  topic and how this topic is organized
• Know language student uses to express knowledge
  about a topic
• Judge how much additional background information
  must be taught

Langer, J. (1984). Examining background knowledge
and text comprehension. Reading Research
Quarterly, 19, 468-481.
98
Pre Reading Plan (PREP)

• Teacher
• Tell me everything you think of when you hear
• What made you think of
• Do you want to add to or change your first
  response?

• Students
• Free associate/ access prior knowledge
• Reflect on thought processes, organization of
  knowledge
• Reformulate and refine responses

99
PREP Slavery/Underground Railroad
100
Dynamic Literacy for Social Studies Civil Rights
101
Dynamic Literacy for Courage Theme
102
Whats Needed for an Idea to Tip

• Law of the Few A few key people are capable of
  creating change
• Connectors have links to many other persons
• Mavens information gathers
• Salesmen can convince others of the merit of an
  idea
• The Stickiness Factor
• There is a way to package information, that under
  the right circumstances makes it memorable and
  moves us to action
• The Power of Context

Gladwell, M. (2000). The tipping point How
little things can make a difference. New York
Little, Brown.