The Framework
Despite its complexity, comprehension can be simplified as...
"the result of a ‘transaction’ between the reader and the text"
(Kucer, 2001; Rosenblatt, 1978).
(Kucer, 2001; Rosenblatt, 1978).
![Picture](/uploads/4/0/4/3/40435251/8326989.jpg?250)
This interaction occurs in a certain way, depending on the situation and the purpose. This interaction is therefore context specific.
Although not universally accepted, many now view this context as having social and cultural significance, emphasising the role of socio-cultural context (Cairney, 2000; Culican & Emmitt, 2002; Durrant & Green, 2000, Freebody, 2007).
As shown in the header of this page, the position or place where comprehension occurs is where the reader and text overlap, or interact, within a task/situation that occurs in a sociocultural context. Understanding this framework guides our teaching; by consistently supporting these four 'transactors', or pillars, we can ensure that we are providing our students with a solid structure for improving their reading comprehension.
Teaching requires learning and adapting. As you will see in further pages of this site, there are many ways we can adapt our lessons with respect to reading comprehension. Knowledge of this framework allows us to look at each of these 'transactors' in isolation and adapt our teaching accordingly.
Perhaps we need to model new strategies to the reader?
Perhaps we are not selecting appropriate texts?
Perhaps we need to adapt the task?
Perhaps we could better support the sociocultural context using a different grouping structure?
Perhaps we answer "yes" to all of these questions and we need to adapt our whole teaching structure. This is quite possible, and it may be our solution. These are all questions that all teachers should be continuously asking.
As pre-service teachers, we need to know that we are asking the right questions. When it comes to reading comprehension, having this framework constantly in mind allows us to do so.
Although not universally accepted, many now view this context as having social and cultural significance, emphasising the role of socio-cultural context (Cairney, 2000; Culican & Emmitt, 2002; Durrant & Green, 2000, Freebody, 2007).
As shown in the header of this page, the position or place where comprehension occurs is where the reader and text overlap, or interact, within a task/situation that occurs in a sociocultural context. Understanding this framework guides our teaching; by consistently supporting these four 'transactors', or pillars, we can ensure that we are providing our students with a solid structure for improving their reading comprehension.
Teaching requires learning and adapting. As you will see in further pages of this site, there are many ways we can adapt our lessons with respect to reading comprehension. Knowledge of this framework allows us to look at each of these 'transactors' in isolation and adapt our teaching accordingly.
Perhaps we need to model new strategies to the reader?
Perhaps we are not selecting appropriate texts?
Perhaps we need to adapt the task?
Perhaps we could better support the sociocultural context using a different grouping structure?
Perhaps we answer "yes" to all of these questions and we need to adapt our whole teaching structure. This is quite possible, and it may be our solution. These are all questions that all teachers should be continuously asking.
As pre-service teachers, we need to know that we are asking the right questions. When it comes to reading comprehension, having this framework constantly in mind allows us to do so.
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