Although there is no single accepted definition of reading comprehension, several theories of comprehension contribute to our understanding of reader response to literature. When readers become aware of their purpose for reading, they can begin to take an active role in their own aesthetic or efferent response. The development of direct links between reading and writing can enhance both processes as students use writing to clarify their own thinking, organize their thoughts, and focus on the outcome of their engagement with text. As students move from simple literal comprehension and memory toward higher levels of critical thinking, they can be guided by effective questioning strategies. Students can be taught to monitor and assess their own comprehension, modifying their reading strategies to address weaknesses in cognitive processing.

There are many types and levels of reading comprehension. This workshop familiarizes educators with practices that help children develop practical comprehension strategies as they read for different purposes. In addition, educators will be guided in helping children self-monitor their own comprehension through meta-comprehension tools and meta-comprehension questions. Participants will engage in reading and responding to a wide variety of literature to promote comprehension at each level of Bloom’s Taxonomy of Cognition. The link between reading and writing will be explored in pre-reading, during reading, and post-reading activities.

Objectives
Participants will deepen their understandings of:

• several types of reading comprehension.
• major research findings in early reading comprehension.
• techniques for enhancing reading comprehension.
• matching purposes for reading with appropriate comprehension skills.
• assessment tools for different types of reading comprehension.

Outline
Day 1:

• What is reading comprehension?
  • Applying what we know about comprehension theory
  • When students don’t comprehend what they read
• How can I set the stage for successful comprehension?
  • Building word recognition
  • Developing fluency
  • Building syntax skills
  • Developing vocabulary
  • Building context and prediction skills
• How can I help students interact with text?
  • Teacher and peer modeling
  • Think-aloud strategies
• What makes a good comprehension lesson: before, during and after reading
  • Activating knowledge; developing purpose for reading
  • Self-monitoring, self-diagnosis, self-correction
  • Questioning techniques; responding and extending

Day 2:

• How does comprehension differ when reading for pleasure vs. reading for information?
  • Establishing a purpose for reading
  • Mastering different comprehension techniques
• What are some creative ideas for extending books and reading selections?
• How do I assess comprehension?
  • The difference between teaching and testing comprehension
  • Meta-comprehension tools
• How can I adapt comprehension activities for students with special needs?

Trainer’s Profile
A graduate of Boston University, West Virginia University, and Ohio University, Dr. Gifford began her 30-years teaching career as a music educator in the public schools of Wellesley, Massachusetts, Half Moon Bay, California, and South Orange, New Jersey.  A passion for the improvement of early literacy led Dr. Gifford to supplement her Music Education degree with a Master’s degree in Early Childhood Education.  Throughout a tenure of several years as a first grade and special education teacher for Appalachian children in Wirt County, West Virginia, Dr. Gifford energized her classroom by composing and adapting music, writing computer programs, and integrating multi-media.  She realized that a classroom environment which capitalized on children’s normal inclinations to sing, to move, and to play would stimulate active learning by making the process both natural and enjoyable.  Over time, Dr. Gifford’s songs and activities for teaching kids phonics became a regular part of reading instruction lesson plans for both average and remedial students.

Dr. Gifford began an intense study of children’s writing development, culminating in a Ph.D. in Reading and Language Arts in 1994.  Her research on invented spelling was chosen for special recognition by the Outstanding Dissertation of the Year Committee of the International Reading Association.  In conducting her doctoral studies, Dr. Gifford collected and analyzed over five thousand journal entries written by children who were just beginning to read and write.

In 1995, Dr. Gifford began working with classroom teachers and pre-service teachers as an education faculty member at Ohio University and Wright State University.  Dr. Gifford developed workshops for educators involving technology in the classroom, tools for teaching phonics, spelling games and challenges, improving reading comprehension, and challenging at-risk students.  In addition to presentations at conventions for the National Council of Teachers of English and state Language Arts and Early Childhood organizations, Dr. Gifford became a technology consultant for the Coldwater, Ohio public schools.  Dr. Gifford engaged in an extensive research project for the Ohio Department of Education to evaluate the success of a statewide Phonics Demonstration Project.

Dr. Gifford’s recent work focuses on educators, volunteers, and community members who work with at-risk students. In addition to serving on the Board of Trustees for the Miami Valley Child Development Centers, Dr. Gifford has developed A Blueprint for Reading Success (Gifford, 1999) and A Blueprint for Math Success (Gifford, Cochran, and Herrelko, 2000), two comprehensive and easy-to-manage tutoring programs for reading and math improvement.  St. Louis, Missouri participants report enthusiasm for this exciting program in community centers, latchkey programs, and schools.  Dr. Gifford continues to develop curricula for computer-assisted learning, educational games, and distance learning.  She has conducted online courses on the Internet for Wright State University since 1993.

Methodology
This is an interactive multi-media workshop with audience participation. Participants will engage in reading short fiction and non-fiction selections, practicing comprehension strategies with teammates. Through self-assessment and self-monitoring activities, participants will experience the role that students can play as they take responsibility for their own reading growth. Participants will construct several comprehension aids including graphic organizers and flip-books.

Target Audience
Early childhood and middle childhood teachers, special educators, and administrators interested in improving the quality and effectiveness of their programs in developing effective and efficient readers.

Duration: 2 days, 12 hours
Closing Date: 15 Jan 07