Reading Connections Text to Self, Text to World Text to Text
From the Florida Online Reading Professional Development site: http:// forpd.ucf.edu/strategies/strattext.html
Story Mapping (September 2004)
(Developed by Zygouris-Coe, V. & Glass, C., 2004)
Rationale:
Schema theory explains how our previous experiences, knowledge, emotions, and understandings affect what and how we learn (Harvey & Goudvis, 2000). Schema is the groundwork knowledge and experience readers bring to the text. Good readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to brand connections. Struggling readers often motility directly through a text without stopping to consider whether the text makes sense based on their own background knowledge, or whether their knowledge tin exist used to help them empathise confusing or challenging materials. By teaching students how to connect to text they are able to better empathise what they are reading (Harvey & Goudvis, 2000). Accessing prior knowledge and experiences is a proficient starting identify when teaching strategies because every educatee has experiences, knowledge, opinions, and emotions that they can depict upon.
Keene and Zimme rman (1997) concluded that students comprehend ameliorate when they make dissimilar kinds of connections:
- Text-to-self
- Text-to-text
- Text-to-world
Text-to-self connections are highly personal connections that a reader makes between a slice of reading textile and the reader's own experiences or life. An example of a text-to-self connection might exist, "This story reminds me of a holiday we took to my grandpa'due south farm."
Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the aforementioned topic. These types of connections are text-to-text connections. Readers gain insight during reading past thinking most how the data they are reading connects to other familiar text. "This character has the aforementioned problem that I read about in a story concluding twelvemonth," would exist an example of a text-to-text connection.
Text-to-world connections are the larger connections that a reader brings to a reading state of affairs. We all have ideas nearly how the world works that goes far beyond our own personal experiences. Nosotros acquire about things through television, movies, magazines, and newspapers. Often information technology is the text-to-world connections that teachers are trying to heighten when they teach lessons in scientific discipline, social studies, and literature. An example of a text-to-world connection would be when a reader says, "I saw a program on television receiver that talked about things described in this article."
Cris Tovani (2000) offers reasons why connecting to text helps readers:
- It helps readers understand how characters feel and the motivation behind their actions.
- It helps readers have a clearer picture in their head equally they read thus making the reader more engaged.
- Information technology keeps the reader from becoming bored while reading.
- It sets a purpose for reading and keeps the reader focused.
- Readers tin encounter how other readers connected to the reading.
- It forces readers to become actively involved.
- It helps readers call back what they have read and inquire questions about the text.
How to Employ the Strategy: Beneath are some examples of connecting statements for students to use as a reference or teachers tin use them as prompts for classroom discussion.
To finer apply this strategy, teachers should spend time modeling for students how to brand meaningful connections. The easiest connection to teach is text-to-cocky. Teachers should model text-to-self connections initially with selections that are relatively close to the educatee's personal experiences. A key phrase that prompts text-to-self connections is, "this reminds me of...." Next, teachers should model how to brand text-to-text connections. Sometimes when we read, nosotros are reminded of other texts we have read. Encourage students to consider the variety of texts they have experienced which will help them sympathize the new pick. Finally, teachers should model how to brand text-to-earth connections. When teachers doubtable that students may lack the ability to make meaningful connections, classroom instruction will exist necessary to span the gap between reading experiences and writer assumptions. Edifice the necessary groundwork knowledge is a crucial means for providing text-to-globe back up and may be used to pre-empt reading failure. Harvey and Goudvis (2000) caution that only making connections is not sufficient. Students may make tangential connections that can distract them from the text. Throughout instruction, students need to be challenged to analyze how their connections are contributing to their understanding of the text. Text connections should lead to text comprehension.
This part reminds me of....
I felt like...(character) when I....
If that happened to me I would....
This volume reminds me of...(another text) because....
I can relate to...(part of text) because one time....
Something similar happened to me when....
Below are some examples of questions that tin can exist used to facilitate educatee connections:
Text-to-self:
What does this remind me of in my life?
What is this similar to in my life?
How is this dissimilar from my life?
Has something like this ever happened to me?
How does this relate to my life?
What were my feelings when I read this?
Text-to-text:
What does this remind me of in another book I've read?
How is this text like to other things I've read?
How is this different from other books I've read?
Have I read about something like this earlier?
Text-to-earth:
What does this remind me of in the real world?
How is this text similar to things that happen in the existent world?
How is this different from things that happen in the real earth?
How did that part chronicle to the globe effectually me?
Ideas for Assessment:
The Making Connections strategy will assist teachers assess how students use prior knowledge to understand text. In terms of informal assessment, teachers can use the organizers to gain insights into students' connections as they are reading. The apply of this unproblematic strategy on an ongoing basis will let teachers to provide additional (differentiated) instruction and support to students who need additional instruction. In addition, teachers will able to plan for further education. This strategy tin be used with varied texts.
Another selection for assessing this strategy is the Major Point Interview establish in Mosaic of Thought (Keene & Zimmerman, 1997). This cess can be given as an interview or in written response class. The Major Bespeak Interview assesses the student's ability to use the strategy through a series of questions. The students' answers are scored using a rubric.
References
Buehl, D. Comprehension Teaching Learning Activity Articles: "Aye, that reminds me of...." Retrieved October 6, 2004 from http://wilearns.state.wi.us/apps/default.asp?cid=710
Florida Online Reading Professional Development (2004). Lesson 8: Scaffolding Students' Comprehension and Guiding Students Toward Independence in Reading. Academy of Central Florida, Orlando, FL.
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
Keene, Due east. & Zimmerman, S. (1997). Mosaic of Thought. Portsmouth, NH: Heinemann.
Tovani, C. (2000). I read it, but I don't get information technology: Comprehension strategies for boyish readers. Portland, ME: Steinhouse.
Source: https://sites.google.com/a/alaska.edu/diane-kardash/Home/making-connections
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