33. EXPERIENCE-TEXT RELATIONSHIP (Reading, Discussion, Writing)
Description: This strategy from S.L. Dowhower scaffolds students’ background experiences to the narrative story text as a way to increase engagement in and understanding of the reading.
Application: Teach students to use this strategy during the pre-reading, guided reading, and/or the post-reading processes.
Process: Before class, select an appropriate narrative text that will encourage students to use their experiences to make connections to it. When the class meets, facilitate a general discussion based on the topic of the text and ask students to write predictions. Direct the students to read the piece (silently or guided) and to review and modify predictions, if necessary. Promote another discussion comparing and contrasting student experiences with the text. Allow time for three or four students to share their connections in order for students to see various perspectives.
Description: This strategy from S.L. Dowhower scaffolds students’ background experiences to the narrative story text as a way to increase engagement in and understanding of the reading.
Application: Teach students to use this strategy during the pre-reading, guided reading, and/or the post-reading processes.
Process: Before class, select an appropriate narrative text that will encourage students to use their experiences to make connections to it. When the class meets, facilitate a general discussion based on the topic of the text and ask students to write predictions. Direct the students to read the piece (silently or guided) and to review and modify predictions, if necessary. Promote another discussion comparing and contrasting student experiences with the text. Allow time for three or four students to share their connections in order for students to see various perspectives.
Reference, and/or for more information
33. Experience-Text Relationship
http://www.collegetransition.org/promisingpractices.research.readingstrategies.html
Dowhower, S.L. (1999). Supporting a strategic stance in the classroom: A comprehension framework for helping teachers help students to be strategic. The Reading Teacher, 52, 672-688.
33. Experience-Text Relationship
http://www.collegetransition.org/promisingpractices.research.readingstrategies.html
Dowhower, S.L. (1999). Supporting a strategic stance in the classroom: A comprehension framework for helping teachers help students to be strategic. The Reading Teacher, 52, 672-688.