English Language Arts and Reading.5.6.H

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The student is expected to

synthesize information to create new understanding; and

comprehension TEKS talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
Once students have determined what the key ideas are in a text, they can combine details and parts of a text or even multiple texts to form a new coherent and unified idea not explicitly stated in the source material. When students can synthesize information from a text, they are able to apply the knowledge gained from it to their lives and the world around them. For example, students who synthesize several viewpoints presented on an issue will have the ability to look at the issue in different ways and be better able to consider solutions.

Research

1. Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend information text through rereading. The Reading Teacher, 63(7), 556–565. doi:10.1598/RT.63.7.3

Summary: In this study, researchers discuss instructional approaches that improve reading comprehension. The instructional approaches include rereading and paraphrasing.

2. Ferlazzo, L. (2017, November 20). Response: Using questions that 'position students as meaning makers.' [Web blog post].  Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/11/response_using_questions_that_position_students_as_meaning-makers.html

Summary: This is one of a series of blogs that focuses on using questions to engage students in the teaching and learning process. One of the general outcomes of the questioning process is to promote students to think deeply by analyzing, comparing and synthesizing information, instead of writing a static recitation of facts or information. Students are encouraged to ask questions, and teachers are provided specific strategies to improve their own questioning skills. Both formal and informal questioning processes are addressed.

3. Accardi, M., Chesbro, R., & Donovan, K. (2018). Outlining informational text: A learning transfer tool. Science Scope, 42(3), 34+. Retrieved from https://link.galegroup.com/apps/doc/A556734510/PROF?u=tea&sid=PROF&xid=c17eb615

Summary: This article features an instructional sequence that takes students through the notetaking process. The purpose of the process is to move students away from simple bulleted lists toward notes that demonstrate, through the organization of details and key ideas, that students have synthesized and evaluated what they've read. Through a more sophisticated notetaking process, students can better understand and engage with content text.