Reading as a ProcessBefore ReadingThe reader establishes in his mind a purpose and plan for reading. He activates any prior knowledge or personal experiences he has that relate to the topic of the text.

During ReadingWhile he reads, he will think about his purpose for reading and his prior knowledge. The reader will be asking himself questions such as ‘Is it making sense?” This is called monitoring.

After ReadingThe reader takes time to think about what he knew before the reading, and what he learned or connected during the reading. Then, he links this information together to build new knowledge.

Portrait of an Adolescent Reader

Before Reading…… Setting a Purpose for reading Establishing conceptual frameworks to recall text over time Activating background knowledge of the topic Using knowledge of text structure to understand text Understands the features of narrative text such as plot, setting,

characters, problem, and resolution Understands the features of expository text such as compare/contrast,

problem/solution, cause/effect, main idea/details, and sequence

A Portrait of an Adolescent ReaderDuring Reading… Reading actively for a purpose Monitoring comprehension Discriminating between important and less important ideas Using a arsenal of “fix-up” strategies Making connections to text/world/self Clarifying unfamiliar vocabulary, using context clues and word-attack skills Reading flexibly by using a variety of strategies such as pacing, adjustment,

skimming, and scanning Interacting with text by questioning, predicting, and extending Utilizing critical reading skills, such as evaluating, interpreting and

analyzing, recognizing the difference between fact and opinion, and recognizing logic

A Portrait of an Adolescent Reader

After Reading… Synthesizing information from a variety of sources to develop an

understanding and thinking about next steps such as “What else do I need to know?”

Summarizing what has been read by recalling the plot or main idea Evaluating the ideas in the text Interpreting information Interacting with others about reading Developing oral and written responses to reading Reading more about the same topic Using reading to solve problems in life

What should Teachers Do To Improve Students’ Reading Comprehension?

Teachers Model a Strategy or SkillStudents should Apply the Strategy or SkillStudents take Responsibility for the Strategy or Skill

1. Show students how to grasp and set purposes.

Different purposes require different plans Purpose can be determined by student

(prediction) Purpose can be determined by teacher (focus

question) Purpose set before reading Purpose: Why am I going to read this? Purpose: What do I expect to learn by reading

this?

2. Demonstrate frequently by modeling

the checking of one’s own degree of comprehension = Monitoring

Asking questions of self while reading: “Does this make sense?” “Am I understanding what I’m reading?” “Are my predictions correct?” “Do I need to read ahead to understand the

meaning of a difficult term?” “Do I need to stop and summarize to myself?”

3. Demonstrate specific comprehension strategies.

Teachers need to model how to use a strategy Teachers need to share their own thinking aloud

as they apply a strategy Teachers need to model the strategy in a variety

of texts Teachers need to model strategies as an on-going

event (students learn and develop different levels of understanding over a period of time)

4. Give students guided experiences with different types of text.

Different types of text:

Newspapers Magazines

Charts Graphs

Maps Textbooks

Dictionaries Encyclopedias

Websites

Teachers in all subject areas need to model for their students how to learn from their particular textbooks.

Typical Patterns in Texts:

Cause-effect

Sequence

Compare-contrast

5. Help students activate prior knowledge and apply it.

Prior knowledge is the basis upon which further understanding of information can occur.

Activate prior knowledge by: brainstorming, mapping, webbing, clustering, discussion, and listing

The “activated” prior knowledge must be applied to the written material by having students compare what they thought they knew to the text

6. Help students learn to make reasonable, useful inferences.

To comprehend written material one must make inferences

To make an inference, the reader needs to do two things: (1) Use key words in the text and information already known about the topic and then (2) brings these two types of information together to make an inference that goes beyond the information presented

7. Build prior understanding of key vocabulary.

Model words for students and share your thinking Identify key concepts students need to know Relate the new information to something they already

know and understand Vocabulary is best learned and understood in written

context Pre-teach only those words essential to understanding Have students participate in group activities to practice

vocabulary

8. Demonstrate vocabulary comprehension strategies.

Students need several exposures to a new word

Students need to experience the word in varied contexts

Teachers need to model for students how to explain vocabulary in their own words

Students need time to practice these strategies

9. Demonstrate ways to identify key ideas (main ideas) in textbooks.

Headings Subheadings Boldface type Graphic organizers (maps, webs, and

clusters)

10. Emphasize the use of knowledge gained from reading.

Teachers need to demonstrate for students the before, during, and after parts of the process

Equal emphasis needs to be given to each stage so students see the significance to each

By using charts, diagrams, and other organizers students can see how knowledge changes

By modeling the use of knowledge in a product such as a poster, story, poem, report, or play, teachers can emphasize to students how important it is to “say it in my own words”

Activities that Support a Reading Process

Before ReadingSet PurposeMake a planActivate Prior

KnowledgeMake predictionsPreview materialThink

During ReadingReadPause and ThinkAdjust reading rateMonitor Pause and check

predictionsMake new predictionsAsk questions of selfPause and summarizeVisualizeThink

After ReadingPause and ThinkParticipate in discussionCreate an organizerSummarizeSearch out answersWriteShareVisual and Performing Arts

An Example:

Take a moment to read this piece from Wish you Well by David Baldacci and think about it:

Jack’s eyes were silver dollars of panic, his breath no longer coming up. As the car raced across the slick road and onto the dirt shoulder on the other side, Amanda lunged into the backseat.