| Levels
of text |
Knowledge
of text features, the "whats", conventions of writing
|
Reading
strategies, 'how to'
|
Value
of each level; reader's beliefs
|
| word
level |
word
bank containing 3 forms of a word: how it is written, said and
is used (means).
|
-
match text word directly with stored letter cluster knowledge
- convert
letter clusters to sounds and blend
- segment
words into functional clusters
-
read unfamiliar words by segmenting and recoding
|
- why
reading/ working out words is useful
|
| sentence
level |
- grammar
that links word meanings
- sentence
propositions (how meanings are linked)
- punctuation,
written sentence structure
|
- visualise
sentence
- paraphrase
sentence
- re-read
- ask
questions about the ideas
- listen
to ourselves as we read
- pause
and consolidate
|
- how
visualising a sentence helps reading
- you
can talk about the strategies you use as you read
|
| conceptual
level |
'idea
bank' or schema; set of ideas linked in
- networks
similar to text links
- episodes
- contextual links
- linking
connected prose in paragraphs
- paragraph
propositions
|
-
backtrack / read ahead within / across sentences to cross-reference
and link concepts
-
predict, anticipate
-
infer ideas or feeling
- what
other words / ideas might be in text?
- recode
imagery to words
|
-
why it is useful / interesting to predict
|
| topic
level |
- structures
used to link ideas to a topic
|
- suggest
title
- monitor
- scan
or skim a text at the outset, select a few key words to guess
its general theme
|
- why
it is useful to note the topic of text
|
| dispositional
level |
- values,
attitudes communicated by a text
|
- how
to detect the attitudes in a text
|
- why
you need to know the attitudes of the text's writer
|
Self-management
and control strategies
-
frame up reasons or purposes for reading a text, plan how they
will read
- monitor
our reading, initiate corrective action, decide when to re-read,
self-correct, how they use what they know
- review
and self-question to see whether we are achieving their reading
goals, review or consolidate what they have read
- organise
the information gained from reading to fit our purposes for reading
- believe
they can learn to read (self efficacy)
|
|
|
- at
the word level, what words mean, how they are said, awareness
of sounds in words, strategies for recalling concepts from long-term
memory.
- at
the sentence level, how ideas are structured into sentences,
the conventions for grammar.
- at
the conceptual level, how ideas are linked into themes, verbal
reasoning strategies.
- at
the topic or theme level, how a theme is communicated in a
narrative, description, explanation.
- at
the pragmatic or dispositional level, how the social context
affects how ideas are communicated, the attitudes and values of
the writer towards the ideas in the text.
|
- experiences,
visual imagery knowledge
- action,
motor knowledge
- knowledge
of symbols
|
|
Sensory
input to the knowledge base
|
Motor
aspects of expressive language
|
|
Auditory
input
|
Visual
input
|
Touch,
feeling input
|
Motion
input
|
