Chapter Summary Of Chapters By John F. Bell

During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

Carr went on farther, saying that he cannot read as long as he used to, his concentration starts to wonder after two or three pages. He states, “he began to get fidgety and lose his focus and start looking for other things to do.”

Ron Padgett, the author of Creative Reading, recalls how he learned to read and write as though these things happened yesterday. Like Padgett, I tried recalling my reading and writing history.

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

Reading: Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.( 134 USDOL)

When people read they often just skim through, “Although there are virtues to skimming, the vast majority of writing tasks you will encounter in college and in the workplace require your conversancy with material you have read.” (David Rosenwasser, of Home from Nowhere:Remaking Our Everyday World for the Twenty-first Century, as Rosenwasser defines, become conversant 107).

For some people reading can be a difficult experience. For me it became difficult at the age of five years old. I really wasn’t an educational kid I was more of a kid that like to play with my toys and four brothers, whenever they came home from school. As I grew up reading became a little more difficult for me to master, at times in my middle school my teacher Mr.G would test us on how well and skilled we were at reading. Every day when it was time for him to test me I would get nervous and started to stubble on words and fail my test. By the time I was in high school I learned how to take my time and read, which has help me to progress my reading skills over the years.

Carr makes use of this indication to show that although people have the opportunity to read through long texts to research properly, they are more likely to skim through texts, which may be obvious of a short attention span.

This weeks reading, by Corrie Goldman, supports the neuroscientific benefits of a close read by providing readers with preliminary results of a very spesciffic tests. In this research, subjects were asked to read a passage twice, at first they were asked to skim trough it. The second time they were asked to read "closely" as if studying for an exam. Not only were they reading but they were doing so while being scanned by an MRI machine. Results indicated that while both readings increased blood-flow to the brain, the close read had substantial difference, demonstrating that a close read requires the synchronization of various cognitive functions at one time. I support this conclusion, when I "catch" myself skimming trough important information

When I was in college, I bought books in the school bookstore that promised to teach me to read faster. But after giving it the "old college try", I just didn't understand why I couldn't learn this speed reading thing. I went to a night-time adult-school class that used a tachistoscope (a mechanical device that flashed groups of words at a set space) to teach speed reading. But although it seemed like I was reading a little faster while I used this machine, it still had no effect on my regular reading. Later I bought computer software, plus

The greatest strength of the book was the way Armstrong described speed-reading. Though he states it can be a challenge at times, he simplified it and turned the learning process into a challenge that can easily be taken on and learned through practice and perserverance.

Just because you’re a slow reader doesn’t mean you’re a struggling reader. Slower readers can actually be just as competent at reading as faster readers or even more enhanced. According to volume 67 of the magazine Education Leadership intelligent slow readers often but not always can better comprehend what they are reading better than those who read fast. Everyone has their own set reading pace at which they read most efficiently.

I read an article about speed reading and of its possible for humans to do. The conclusion that it came to was that we can, it’s just not the most sufficient thing to do if we are trying to get as much detail as possible out of the reading. Speed reading can get your mind started on understanding the basics of a topic or can refresh your mind on what you have prior knowledge on. An example of a good time to speed read is if you are barely learning a subject and you are not in a rush to know all the details, just the things that may stand out to you as interesting. Speed reading should be used as a tool to get your mind back on track, not a crutch that you fall upon when you are, for example, late on reading a chapter in a book for class and

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for