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Chapter 2 How Smart Readers Think
Annette Ramirez
Created on February 2, 2024
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Transcript
How smart readers think
Subject Matters Chapter 2:
Start
08 What Does This Mean for Teaching?
07 Various Kinds of Reading
06 Reading: Staged & Recursive Process
Index
01 Reading Lessons
02 Reading Is More Than Decoding
03 Reading Is An Active, Constructive Process
04 Good Readers & Their Strategies
05 Prior Knowledge & Comprehension
Reading lessons
01
Page 28
Reading Lessons
Much of the knowledge in our subject fields is stored in print and we urgently want that material to be open, available, and readable for our studentsWhat do we need to know about the mental processes called "reading" to help students access our content?
+ info
Reading is more than decoding
02
Page 29
Reading Is More Than Decoding
A small fraction of students manage to arrive in middle or even high school with lingering decoding problems Those few kids should have been identified long ago for services for additional guidance If large numbers of older students are having trouble reading content area texts, it's not because they were shorted on phonics and now "can't sound out the words"
Reading Is An Active, Constructive Process
03
Page 29-30
Reading Is An Active, Constructive Process
Readers actively build and construct meaning from a text The squiggles we call words have to be built into meaningful concepts by the mind of a hard-working reader
Good readers and their strategies
04
Students run their eyes over every word, dutifully "doing the reading", but not making satisfactory meaning
Page 32
Page 30
As a mature reader, your mental strategies have become mainly automatic and unconscious
Thinking Strategies of Effective Readers:
Good Readers and Their Strategies
- Visualize
- Connect
- Question
- Infer
- Evaluate
- Analyze
- Recall
- Self-monitor
Prior Knowledge & Comprehension
05
Page 32-35
- Schema is a web that stores and connects all the information in your mind related to a given topic
- Students may have schema, but they don't activate it. As a result, they don't understand or remember the material
- Getting meaning from print is dependent on what we already know
- Having kids read mostly text is an incomplete experience for our subject fields
- By engaging learners in prep work, teachers help them move toward independence in their reading
Prior Knowledge & Comprehension
Reading: Staged & Recursive Process
06
Page 36
There are activities that skillful readers typically engage in before they start reading, other things they do while reading, and still other things they do after they have read a passage, all focused on the process of using, expanding, or altering what they know to make sense of new information
Reading: Staged & Recursive Process
Before Reading
During Reading
+ info
After Reading
Page 37-38
Cont...
If the real task of reading involves a complex series of cognitive operations, it's no wonder that kids are often adrift We face a normal distribution of kids for whom neither reading nor school necessarily comes easy We teach, we need to understand reading a little better, including what is hard for kids when they step into our disciplines and try to read our subject matter
Various Kinds of Reading
07
Page 38-39
- Problem & Solution
- Compare and Contrast
- Physical Description
- Chronological Order
- Cause and Effect
- Steps in a Process
Various Kinds of Reading
The Common Core reading standards call for students to understand various ways that texts are structured, and many educators assert that recognizing a structure helps a student better comprehend the material Teachers often speak of various text features, such as bold print headings, information in boxes, and visuals, as they help students read textbooks and other material A typical set of nonfiction structures include
What Does This Mean for Teaching?
08
Page 41-42
What Does This Mean for Teaching?
- We need to teach reading, not just assign it
- Use methods, tools, activities that are particular to your fields of learning, and engaging reading materials that help our students understand and remember our content better - and maybe get interested in it
- When you teach students strategies for getting more out of their reading, you can do it with materials from your content or you can add more engaging materials as well