Unit 6 of LETRS focuses on the ultimate goal of reading—understanding what is read. In this unit, comprehension is addressed through the strands of background knowledge, vocabulary, language structures, verbal reasoning and literacy knowledge, found in Hollis Scarborough’s Reading Rope model. Effective instruction includes multiple strands of instruction addressing the comprehension subskills. It does not consist solely of strategy instruction. Understanding language at the word, phrase, sentence, paragraph, and discourse levels must be the simultaneous aim of instruction in reading comprehension.
Participants will review the Reading Rope model and survey the cognitive skills that support reading comprehension, distinguishing products from processes. They will identify characteristics of students who struggle with language and reading comprehension and plan effective instruction to prepare students for reading by strengthening subskills at the sentence level and building background knowledge/vocabulary, language structures, verbal reasoning and literacy knowledge. Participants will understand how text organization, text coherence and text structure affect comprehension.
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