Reading and Comprehension Reading requires: o Decoding written text - - PDF document

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Promoting Comprehension for Students with for Students with Severe Disabilities

Melissa Hudson, MA.Ed, ABD Diane M. Browder, PhD Idaho Webinar October 19, 2011

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Reading and Comprehension

• Reading requires:
• Decoding written text
• Can compensate for lack of skill with AT or peers
• AND
• Comprehending meaning
• Hard to augment if skills are lacking

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Comprehension Applies to All Levels of Literacy

• Early Literacy

E t ith b k

• Beginning Readers

St d t h – Engagement with books and read alouds

• Can be promoting

understanding of text during these shared readings

– Students who can independently decode the text

• Some students may be

“word readers” with little understanding

• Comprehension strategies

are critical for these skills to be useable

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Reading and Comprehension

• Most research on reading comprehension for

t d t ith i ifi t i t ll t l di bilit students with significant intellectual disability focused on word recognition and picture identification (Browder, Wakeman, Spooner, Ahlgrim‐Delzell, & Algozzine, 2006)

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Browder, D., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.

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Promoting Comprehension

• NRP recommends 6 strategies for promoting

comprehension comprehension

• 1. Comprehension monitoring
• 2. Cooperative learning
• 3. Graphic and semantic organizers
• 4. Question answering*

5 Q ti ti

• 5. Question generation
• 6. Summarizing

*Most research for this population done in question answering

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National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel.

Hudson & Browder 2011

Two Types of Text

• Narrative text

P i t t ll t

• Expository text

P i i t – Purpose is to tell a story – Examples:

• Novels
• Short stories
• biographies

– Primary purpose is to inform – Examples:

• Content like science,

social studies

• News articles

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Narrative Text has Story Elements

• Character
• Setting
• Problem or conflict‐goal of the main character
• Plot‐ sequence of events
• Ending or resolution
• Main idea‐what the story is about (the ‘gist’)
• Theme encompassing concept
• Theme‐ encompassing concept
• Author’s point of view

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Expository Text

• Some expository text (e.g., history) also has

t l t ( Ch t tti l t) story elements (e.g,. Characters, setting, plot)

• All expository text has:

– Main idea – Theme – Information Information – Author’s point of view

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Check for Understanding

• As Agnes turned onto Green Pond Rd, she was

looking forward to her warm house She might looking forward to her warm house. She might eat some cookies. After she passed the house

• n the corner, she saw it. Her front door was
• pen! She gasped and felt her stomach leap.

She began to run towards the door. Who was in her house? As she got close, there was her in her house? As she got close, there was her neighbor’s goat looking out the window. She

• laughed. Once gain Speckles, the

neighborhood pest, had come for a visit.

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Bloom’s Taxonomy

• Comprehension involves acquiring knowledge
• Bloom’s cognitive objectives are universal and

l t ll l ti apply to all populations

• Sequential ‐ all levels are not introduced at once
• Instruction is differentiated by:
• Increasing text difficulty
• Type of Questions
• Vocabulary
• Question format
• Response mode

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Bloom’s Taxonomy

Bloom’s Taxonomy Evaluation Judge according to some standard S th i C bi t i t

Bloom, Englehart, Furst, Hill, & Krathwohl, 1956

Synthesis Combine parts into a whole Analysis Break down into parts Application Use materials in a new way

• r slant

Comprehension Translate, interpret, and extrapolate extrapolate Knowledge Recall, recognize, draw out facts

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Comprehension Questions Based

• n Bloom’s Taxonomy
• Knowledge

A “ h ”

• Answers are “on the page”

Easy Medium More Difficult Point to title, author . . Point to picture

• f . . .

I di t ll “Who is the story about?” “What did they put in the soup? “Who else is in the story?” (supporting characters) Immediate recall: “Jill went up the

• hill. Who went up

the hill?”

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Comprehension Questions Based

• n Bloom’s Taxonomy
• Comprehension
• Answers can be inferred from what is on page

Easy Medium Most Difficult “What happened last?” “Put these events in order as first, second, last.” “Put these pictures in order to show what happened in the pp story (more than 3 pictures).”

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Comprehension Questions Based

• n Bloom’s Taxonomy
• Application
• Requires student’s own background

knowledge

Easy Medium Most Difficult “The bear is eating. Are you eating?” “Buck loved his

• home. How do you

feel about your “This article is about whales. Where do whales feel about your home?” Where do whales live? What else do you know about whales?”

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Comprehension Questions Based

• n Bloom’s Taxonomy
• Analysis

B ki h i f i i

• Breaking the information into parts

Easy Medium Most Difficult “Let’s put these pictures into two

• columns. One

column is for what Sara did in the story “Let’s make a picture diagram for what we know about each person in our story “When the girls laughed at Renee, how did the girls feel? How did Renee feel?” Sara did in the story and the other column is for what you do.” in our story. ‘hunting’ Who went hunting?” Renee feel?

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Comprehension Questions Based

• n Bloom’s Taxonomy
• Synthesis
• Combining the parts into a whole

Easy Medium Most Difficult “Show me the picture of what this story was about.” “What might be another title for this story? “What will happen to people if they have no job?” (from a news ( story).

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Comprehension Questions Based

• n Bloom’s Taxonomy
• Evaluation
• Making a judgment according to some
• Making a judgment according to some

standard

Easy Medium Most Difficult “What did you think about this story?” (states an “Did this really happen or is it fiction?” “Why did the author write this?” (to persuade story?” (states an

• pinion).

fiction?” (to persuade, entertain)

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Writing Objectives

• Use language from Bloom’s taxonomy

The student will . . . Knowledge Comprehension Application Analysis Synthesis Evaluation

define describe identify list name recall describe discuss estimate explain generalize locate articulate assess compute construct determine develop calculate classify compare contrast correlate diagram adapt assemble collaborate compose create design appraise assess critique defend interpret judge eca record relate state select

• ca e

paraphrase recognize restate summarize deve op employ relate solve translate d ag a differentiate discriminate infer

• utline

des g formulate integrate model rearrange judge justify rate reframe support

Browder, D. M., Spooner, F., & Meyer, C. (2011). Comprehension across the curriculum. In D. M. Browder & F. Spooner (Eds.), Curriculum and instruction for students with severe disabilities: Finding the balance. New York: Guilford Press. 18 Hudson & Browder 2011

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Checking for Understanding

• What level of Bloom’s is each question from

th t b t A the story about Agnes‐

– What might Agnes have been thinking when she saw the open door? – Who was looking out the window of Agnes house? – Who opened the front door? – Do you have any pests in your neighborhood like Speckles? What do they do?

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Teaching Comprehension

• Select and prepare texts
• Age‐ and grade‐level appropriate
• Adapt novels (narrative) and academic content

(expository) literature using text summaries, embedded pictures, and repeated story lines

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Before reading Strategies

• Develop background knowledge
• With activities to enrich students’ understanding
• f themes and concepts (e.g., movie clips,

experiments, hands‐on activities)

• Teach key vocabulary words and concepts

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Before and After Reading Strategies

• Make predictions (be sure to review question

and revise prediction if necessary)

• Book walk

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Using Questions

• Questions can be:
• Literal (e.g., pulled from the page)
• Textually inferential (e.g., not right on the page,

but can be inferred from the story alone)

• Inferential (e.g., student must use background

knowledge not contained in the text; from your head)

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Question Formats

• Students who can

generate answers (e g

• Students who need
• ptions (e g select

generate answers (e.g., speak or type out response on AAC)

– Ask the question and let student give you the answer

• ptions (e.g., select

pictures/words on AAC)

– Use multiple choice – May use 4 choice array – May use response board with more options for p each story

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Question Placement

• Questions can be placed throughout the text:
• Before
• During
• After
• Promote correct responding by:
• Posing thoughtful questions

Using a systematic prompting system

• Using a systematic prompting system
• Remember, comprehension is sequential

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Students with More Significant Disabilities/ Multiple Disabilities

• Build comprehension by placing objects on

each page of the story each page of the story

– E.g., Alexander’s Horrible, No Good Day

• When he got gum in his hair (use stick of gum)
• Have the student touch the object as you read

the word A k th ti t th d f th

• Ask the question at the end of the page

– What was in Alexander’s hair?

• Use this same object and one distractor

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Careful: Be sure your questions are text dependent

• Text dependent

questions

• Not text dependent

I t i l?

questions

– Who was at the window? – What happened first? – What was the name of the street where Agnes – Is a goat an animal? – Which of these is a name‐ Agnes, goat, chair, book lived?

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Helping Students Find the Answer: Least Intrusive Prompts

• Ask the question and wait for answer
• Prompt 1: Reread a portion of the text that

Prompt : Reread a portion of the text that contains the answer

• Prompt 2: Reread the sentence with the

answer

• Prompt 3: Reread the sentence and point to/

say the correct answer (model) say the correct answer (model)

• Prompt 4: Guide student to touch correct

answer

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Check for Understanding

• How would you build comprehension for

t d t h d t t i i f students who do not yet gain meaning from text?

• What would you use for response options for

students with visual impairments?

• What do you do if the student does not get

What do you do if the student does not get the correct answer?

Hudson & Browder 2011 29

The “Biography” Study

Mims, P.J., Hudson, M. E., & Browder, D. M. (in ) U i R d Al d f G d L l press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental

• Disabilities. Focus on Autism and Other

Developmental Disabilities.

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5 Biographies from 6th Grade Literature Curriculum

Matthew Henson John Brown Amelia Earhart Harriet Tubman Gary Paulsen

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 31 Hudson & Browder 2011

Adaptations to Original Biographies

• Text summarized for “big ideas”
• Length limited to 10‐11 pages

Length limited to 10 11 pages

• Key words paired with picture symbols (WWS)
• 11 comprehension questions (i.e., 8 “WH” questions

and 3 sequence questions)

• Four response options for each question

d b k l

• Organized in a notebook; cost was approximately

$150.00 for 5 adapted books and response options

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 32 Hudson & Browder 2011

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Student Response Options

• Four response options per question
• Students responded expressively or

receptively

• To assess comprehension skills (and

not matching), all picture symbols

• n the response options were also
• n the page
• Response options were laminated

and arranged on page protectors with velcro dots and stored in a 3‐ ring binder

• For instruction, the binder was

elevated on the table with a table‐ top easel

Why did the brothers follow Harriet?

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 33 Hudson & Browder 2011

Student Response Options

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Why did the brothers follow Harriet?

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental

• Disabilities. Focus on Autism and Other Developmental Disabilities.

Hudson & Browder 2011

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“WH‐” Questions

• “What” (e.g., What did father ask his

hild t d ? J h B ) children to do? John Brown)

• “Who” (e.g., Who asked Matthew to

study? Matthew Henson)

• “Why” (e.g., Why did the dogs have to

work hard? Gary Paulsen)

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 35 Hudson & Browder 2011

“WH‐” Questions

• “When” (e.g., When would Harriet be

sent south? Harriet Tubman)

• “Where” (e.g., Where did Amelia land

her plane? Amelia Earhart)

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 36 Hudson & Browder 2011

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Modified System of Least Intrusive Prompts

• Verbal – State “WH” question rule and general

reread prompt (i.e., When you hear “why” listen for “because” while pointing to the rule on graphic because while pointing to the rule on graphic

• rganizer)
• Model – targeted reread and model correct response

(i.e., interventionist modeled selecting the correct response option)

• Physical ‐ interventionist pointed to the correct

response option and prompted student to do the response option and prompted student to do the same (i.e., This is the answer. Now, your turn).

• Errors were interrupted and the next intrusive

prompt was given

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 37 Hudson & Browder 2011

Rules for Answering “WH‐” Questions

Rules for Answering Questions

A rule for answering

When you hear

Listen for - What? a thing Why? "because" Who? a name

answering “WH‐” questions was inserted into the first level prompt.

When? a time or date Where? a place

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 38 Hudson & Browder 2011

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Sequence Graphic Organizer

After listening to a passage, students selected one of four response options to answer the sequence questions, “What fi t? Wh t t? Wh t l t? th d came first?, What came next?, What came last?, then used a graphic organizer to organize their answers.

First Next Last

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 39 Hudson & Browder 2011

Sequence Graphic Organizer

Here’s an example from Amelia Earhart ‐ “First, the manifold was vibrating badly. When I turned on the reserve fuel tanks, the gauge was

• leaking. Next, I needed to land very soon. I

looked for a good place. Last, I turned the plane toward Ireland. Because I had been flying in the dark, I thought I might be off‐course, but dark, I thought I might be off course, but Ireland was right in front of me.”

What came first?

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 40 Hudson & Browder 2011

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Sequence Graphic Organizer

Last

Flames were coming from the engine.

Next

What came next?

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 41 Hudson & Browder 2011

Sequence Graphic Organizer

Last

Flames were coming from the engine. I needed to land very soon.

What came last?

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 42 Hudson & Browder 2011

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Sequence Graphic Organizer

Flames were coming from the engine. I needed to land very soon. I turned the plane toward Ireland.

Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 43 Hudson & Browder 2011

Graphed Student Data

Given accessible text, one student showed she could read far better than previously demonstrated.

44 Mims, P.J., Hudson, M. E., & Browder, D. M. (in press). Using Read‐Alouds of Grade‐Level Biographies and Systematic Prompting to Promote Comprehension for Students with Moderate and Severe Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. Hudson & Browder 2011

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Check for Understanding

• How did this system of least prompts build on

th id id d li ? the idea provided earlier?

• How could this intervention be simplified for

students at an earlier literacy level?

• How could the intervention be augmented for

students who are independent readers? students who are independent readers?

Hudson & Browder 2011 45

Promoting comprehension in general education with peers

• Hudson, Browder, & Jimenez (2011)

Eff t f d li d d l d d SLP

• Effects of peer‐delivered read alouds and SLP

package on listening comprehension

• 2 students with moderate intellectual

disability and 1 student with moderate intellectual disability and severe physical di biliti disabilities

• 3 peers received training, 2 peers were

included in study

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Peer tutors

• Selected by general education teacher based

th i t ti l t b fit f i

• n their potential to benefit from experience
• 1 peer received English as a second language
• 1 peer was described as an underachiever
• 1 peer was a student with a reading disability
• Peer with a reading disability was unable to

meet training criteria

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Participants

• One participant had severe motor

i i t d d b d t impairments and used a response board to communicate

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Student response board

All students s ude s responded receptively using a response board. Each response

• ption answered

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• ne of six

comprehension questions

Hudson & Browder 2011

Yes/No response for one student

Peer asks, , “Is this your answer?”

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Self‐monitoring chart

Way to go! 1 2 3 4 5 6 Select a prize. 51 Hudson & Browder 2011 52 Hudson & Browder 2011

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Question template

What type/kind of [noun]___ was/were in our lesson? Who did [action]? Where do/did [event] take place? What happened before/after [event]?

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Why is [noun] important? Why [auxiliary verb] the [noun + adjective]?

Hudson & Browder 2011

Questions from Arianna Bones and the Nutrition Mystery

1 Where did Arianna and Marcus go? (The Nutrition Pavilion)

• 1. Where did Arianna and Marcus go? (The Nutrition Pavilion)
• 2. What happened after they bought a ticket? (Got in car 10)
• 3. Who said food from the meat group gives you protein? (The Big

Voice)

• 4. What kind of food gives you Vitamin A? (Vegetables)
• 5. Why does food from the Fruit Group help you heal? (Vitamin C)
• 6. Why is eating food from all the food groups important? (to be

healthy)

54 Hudson & Browder 2011

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Student book

Arianna Bones and the Nutrition Mystery Marcus and I both knew we needed to eat from the five food groups to grow and feel good. I wanted to know more about how these food groups worked. Marcus said 55 we should go to the Nutrition Pavilion. The Nutrition Pavilion is like an amusement park ride. You sit in a car and it rides you around, showing how each one of the Five Food Groups keeps you healthy. Hudson & Browder 2011 56 Hudson & Browder 2011

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Peer Script with SLP

Begin reading.

My name is Arianna. My friend Marcus and I came to Munchberg for some fun and adventure. It was lunchtime and I

Adapted text

was hungry. I went to the Dairy Way Cafe for a meal, but I got a mystery.

Say, “This is the first question. Remember, if you don’t know the answer, ask me for help and I will help you. Don’t guess.” Question #1 (Inferential)

• 1. Say, “Why was Arianna hungry? The answer is from your head. Are you ready to

answer or do you want more help?” Just for peers. The answer is (She had not eaten since breakfast).

• 2. Wait 4 sec for student to answer.
• 3. CORRECT - Point to the self-monitoring chart and say, "You’re right! Arianna was hungry

because she had not eaten since breakfast. Let's turn the page and keep reading the

Adapted text Question Respond to d ( f

If correct, unprompted

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lesson." Make sure student turns the page. Go to next section.

• 4. NO RESPONSE - point to MORE HELP on student board and say, “Remember to ask for

help when you don’t know the answer and I will help you.” Go to Step 6.

• 5. ERROR - point to MORE HELP on student board and say, “Remember to ask for help when

you don’t know the answer. Don’t guess.” Point to the correct answer and say, “Why was Arianna hungry? The answer is [She had not eaten since breakfast]. Now, it’s your turn. You show the answer.” Remind student to turn the page and go to next section.

student (if correct, no response, or error)

response – score “5”

Hudson & Browder 2011

First prompt

• 1. MORE HELP - 1

S “Th i f h d b t th l i th h Li t t th Say, “The answer is from your head, but there are clues in the paragraph. Listen to the paragraph again.”

My name is Arianna. My friend Marcus and I came to Munchberg for some fun and adventure. It was lunchtime and I was hungry. I went to the Dairy Way Cafe for a meal, but I got a mystery

58

got a mystery.

Repeat the question. “Why was Arianna hungry? Are you ready to answer or do you want more help?”

Correct with 1 prompt – score a “4”

Hudson & Browder 2011

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2nd, 3rd, and 4th prompts

MORE HELP – 2 Say, “Why do you feel hungry at lunch time.” Repeat the question. “Why was Arianna hungry? Are you ready to answer or do you want more help?” hungry? Are you ready to answer or do you want more help? MORE HELP – 3 Say, “I feel hungry at lunch because I have not eaten any food since breakfast.” Repeat the question, “Why was Arianna hungry? Are you ready to answer or do you want more help?” Correct with 2 prompts – score a “3” Correct with 3 prompts – score a “2”

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MORE HELP - 4 Say, “Listen and I will show you.” Point to correct answer and say, “The answer is [She had not eaten since breakfast]. Now, your turn. You show the correct answer.” p p Correct with 4 prompts – score a “1”

Hudson & Browder 2011

Results

• Peer‐delivered instruction was effective in

ti li t i h i f ll promoting listening comprehension for all students

• Peers delivered SLP prompt package in general

education classroom with high fidelity

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Wrap Up

• Promote comprehension of text for ALL students

at ALL levels of literacy at ALL levels of literacy

• Use questions at different levels of complexity

even for beginning students

• Build strategies for question answering by using

least intrusive prompting

• Adapt for students with more significant needs by

using objects to answer, simpler questions, immediate recall…but don’t end there!

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Build Deeper Understanding

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