I use this strategy a lot as a reading strategy for fictional text, but have found it easily used for informational texts as well.As good readers interact with a text, they make connections with their own life, with other books, magazines, internet sites or other print material they might have read, or connections with issues happening in the world around them. Students who are either young readers or struggling readers may not automatically be making connections as they read. If they do, their connections could be very shallow and/or vague connections.Not connecting to a text can prevent readers from understanding the text at a deeper level.The Connection Comprehension strategy is a metacognitive strategy that allows readers to be consciously aware of the understanding of a text and its connection to their background knowledge, or to other texts they have encountered.
Courses in which it could be implemented:
This strategy can be used in any content area.The chart below shows how the strategy may be used across the content area.
Content Area
Examples of How Comprehension Can Help
Math
Text to Self- Relate math concept to real-life experience such as debits/credits, rates, geometry needed in construction, etc.
Science
Text-to-Self- Connect text about the Greenhouse Effect to experience with a real greenhouse.
Text-to-World- Connect text about water conservation with knowledge of Central Valley water conservation project.
Social Studies
Text-to-Text- Connect text about World War II with historical fiction books
Text-to-Self- Connect text about supply and demand with own experiences in buying products like Wii when they first came out (and no one could find one to buy).
Diverse learners:
Using Comprehension Connections allows ELLs to connect content area text to their own experiences, whether they are experiences from their native country, or things they have seen on TV.Students who are visual learners may also benefit from this strategy if they are encouraged to connect text with TV shows, movies, photography, or any other visual.Also, students who are linguistic learners may benefit from using this strategy to connect specific vocabulary words or concepts to similar words (from the same roots) or concepts they have previously read about.
Procedure:
1. The teacher presents the definitions of the three types of comprehensions either in a class-made chart or posters to display in the room.Students may also benefit from visuals to accompany the definitions. Text-to-Self Connection- When reading a piece of text, the reader is reminded of their own experiences. Text-to-Text Connection- When reading a piece of text, the reader is reminded of another piece of text he or she has read relating to the same concept. Text-to-World Connection- When reading a piece of text, the reader is reminded of social/world issue or theme.
2. The teacher may then choose a few short pieces of texts to demonstrate each type of connection. Students can also provide their own examples. The teacher may choose to document the responses on the chart that will be displayed in the class.
3. The students are then given a short piece of text to read and respond to using the comprehension connections.
4. The whole class will reconvene to discuss the connections made while reading.The teacher should scaffold questions to encourage students to make deep connections and provide support for each connection.
5. After students are comfortable with making comprehension connections, the teacher should model using the textbook to make connections, scaffolding instruction until students are able to do this independently.
·It’s tough to make connections with something you were previously unfamiliar with. The more you are exposed to the new concept, the more you can make connections. The teacher should offer other books, or other pieces of media to have students connect to.
Student may have shallow or vague connections
·Teachers should scaffold questions to encourage student to make a deeper connection. The teacher may also model connections more and offer support for why he/she made that connection.
References
Harvey, S. (1998). Nonfiction Matters. Portland: Stenhouse Publishers. Harvey, S., & Goudvis, A. (2000). Strategies That Work. Portland, Maine: Stenhouse. Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing. Witherll, N. L., & McMackin, M. C. (2002). Graphic Organizers and Activites for Differentiated Instruction in Reading. New York: Scholastic.
Rationale:
I use this strategy a lot as a reading strategy for fictional text, but have found it easily used for informational texts as well. As good readers interact with a text, they make connections with their own life, with other books, magazines, internet sites or other print material they might have read, or connections with issues happening in the world around them. Students who are either young readers or struggling readers may not automatically be making connections as they read. If they do, their connections could be very shallow and/or vague connections. Not connecting to a text can prevent readers from understanding the text at a deeper level. The Connection Comprehension strategy is a metacognitive strategy that allows readers to be consciously aware of the understanding of a text and its connection to their background knowledge, or to other texts they have encountered.Courses in which it could be implemented:
This strategy can be used in any content area. The chart below shows how the strategy may be used across the content area.Text-to-World- Connect text about water conservation with knowledge of Central Valley water conservation project.
Text-to-Self- Connect text about supply and demand with own experiences in buying products like Wii when they first came out (and no one could find one to buy).
Diverse learners:
Using Comprehension Connections allows ELLs to connect content area text to their own experiences, whether they are experiences from their native country, or things they have seen on TV. Students who are visual learners may also benefit from this strategy if they are encouraged to connect text with TV shows, movies, photography, or any other visual. Also, students who are linguistic learners may benefit from using this strategy to connect specific vocabulary words or concepts to similar words (from the same roots) or concepts they have previously read about.Procedure:
1. The teacher presents the definitions of the three types of comprehensions either in a class-made chart or posters to display in the room. Students may also benefit from visuals to accompany the definitions.Text-to-Self Connection- When reading a piece of text, the reader is reminded of their own experiences.
Text-to-Text Connection- When reading a piece of text, the reader is reminded of another piece of text he or she has read relating to the same concept.
Text-to-World Connection- When reading a piece of text, the reader is reminded of social/world issue or theme.
2. The teacher may then choose a few short pieces of texts to demonstrate each type of connection. Students can also provide their own examples. The teacher may choose to document the responses on the chart that will be displayed in the class.
3. The students are then given a short piece of text to read and respond to using the comprehension connections.
4. The whole class will reconvene to discuss the connections made while reading. The teacher should scaffold questions to encourage students to make deep connections and provide support for each connection.
5. After students are comfortable with making comprehension connections, the teacher should model using the textbook to make connections, scaffolding instruction until students are able to do this independently.
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Potential Issues:
References
Harvey, S. (1998). Nonfiction Matters. Portland: Stenhouse Publishers.Harvey, S., & Goudvis, A. (2000). Strategies That Work. Portland, Maine: Stenhouse.
Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing.
Witherll, N. L., & McMackin, M. C. (2002). Graphic Organizers and Activites for Differentiated Instruction in Reading. New York: Scholastic.