Reading Strategies Paper

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.

“ Models of the reading process often depict the act of reading as a communication event between a sender and a receiver of information ”(Vacca et al., 2012). Models are developed to describe the reading process and how a reader interprets language and gains meaning from print. Bottom up models of reading “assume that the process of translating print to meaning begins with the print”, where as a top down model of reading, “assume that the process of translating print meanings begins with the reader’s prior knowledge” (Vacca et al., 2012). The bottom up model of reading is driven more by data where as the top down model is more conceptually driven. When using a bottom up model, letters, syllables and words are used in order to initiate reading. The use of letters, syllables and words helps the reader to form meaning. Where as the top down model is based off of a reader’s prior knowledge and experience. With many different literacy programs, a teacher’s belief system helps to determine how students can best be taught how to read. “One way to examine your beliefs about reading and learning to read is to connect them to theoretical models of the reading process” (Vacca et al., 2012). Depending on the teacher, he or she may have a bottom up approach or a top down approach. Teachers, who feel a bottom up method is best, may feel that his or her students must decode letters and words and feel

Part 1: In this section of the final exam, you will be asked questions about Active Reading Strategies. You will need to know the definitions of each one in order to answer the questions on the final exam. As a way of preparing, test your knowledge of each strategy by defining or describing each one in the space below.

Introduction: Ways of Reading can be difficult to understand at times, but if you break it down it becomes easier to understand. Some of the quotes written by David Bartholomae and Anthony Petrosky can be used to look at the greater picture and do not just apply to reading and writing. Three quotes really stuck out to me while I was reading the introduction of this book. It was not just because they were great advice on reading and writing, but because they can also be applied to everyday life or certain situations in life. There are lessons to be learned in this introduction such as challenging others and students, understanding that there are different interpretations of things, and finding the meaning as you go along.

The first technique is to “read ten to twenty minutes every day” (citation article 1). The second technique I discovered was “reading material I liked” which would increase my possibilities of improving my reading skills. (citation article 2)

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

1. What strategies do I use before I read or view a text? How do they help me understand the text?

This article discussed Strategic Reader, a technology-based system blending universal design for learning and curriculum based measurement in a digital learning environment to improve reading comprehension instruction. The experimental study evaluated the effectiveness of Strategic Reader using two treatment conditions - online and offline - for measuring progress. Using both quantitative and qualitative data analysis, strong evidence is found that students using the online tool experience significant growth in comprehension scores. The difference in score growth in the online versus offline conditions is especially large for students with learning disabilities. Only in the online progress monitoring condition do learning disabled students

Reading is a basic skill that students develop and improve throughout their whole life. There will always be room to improve a person’s reading skills; whether they be nine or ninety, one’s brain will always be building and making new connections and like Jonathan Seagull, one should strive to improve.

Reading book depends on multiple factors such as age, education, gender, and race. According to this article, age may be an important factor. The authors reported that the highest percentage of reading group is young age (18-29 years). The statistic also shows that getting older intend to read more. Nevertheless, the percentage of reading is not significantly different in people with age 50-64 (81%) and over 65 years (80%). Moreover, the authors illustrated that the majority of the reader (92%) are well-educated people. For the purpose of reading, in this article, we found that male prefers to read because of study or work, while female aims to read for their pleasure. As per ethnicity or race, the authors claimed that approximately 16 percent of well-educated African-American

Baseline measures of reading comprehension was conducted when intervention begin. According to the Mean scores on Comprehension quiz in each phase, the baseline results of two participants were 2.5(31%) and 2.1(26%). During the self-questioning training phase, both students increased to 7.2(90%) and 6.8(85%). Maintenance and generalization phases were administered to the students 3 to 6 weeks after the self-questioning phase. At generalization phase of intervention test, both students scored 8.0(100%) and

‘Normal reading ability’ assumes satisfactory language understanding and good word decoding. Daal, V and Leij, A state “written words are encoded (symbolized) representations of spoken words, and spoken words are encoded representations of environmental experiences and entities”. This means that the capacity to learn to read rests on on the achievement of a variation of diverse types of knowledge and skills and they are determined by standard improvement of reading- connected linguistic and non-linguistic

In the essay “Four Ways of Reading,” the author Donald Hall agues that how reading is a valuable single activity for people, improving one’s gentleness, which could be a mark of social distinction. And reading could be separated into four different ways. The first way is information reading, which means one can scan a page quickly, gaining the important information without interrupting by irrelevant words. Just like reading newspaper to focus on important news by ignoring rhythm or play of metaphor. Different from information reading, without reading words by words, moving lips, and thinking carefully, reading literature would be worthless because of lack of feeling emotionally.

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