Reading THOUGHT GUIDED BY PRINT. READING A Definition of Reading: INTERACTION OF THE READER WITH...

Reading

THOUGHT GUIDED BY PRINT

READINGA Definition of Reading:  INTERACTION OF THE READER WITH

TEXT“Reading is the process of constructing

meaning from written text … [It] is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning.”

from "Becoming a Nation of Readers"

Metacognition

• Being your own teacher

• Responsibility and capability

Schema

• What do I already know about this?

• Barbed wire fence versus book case

• More you know, more you can know

Schema

• Understanding is only possible when you connect new information with what you already know.

Schema

• Weak readers are not in the habit of automatically “activating” schema

Schema

• Why do we survey?

READING

Regardless of your level, EFFECTIVE READING IS THOUGHT GUIDED BY PRINT.

As you read you will be:

ASSOCIATING---What do I already know about this? What is familiar?

PREDICTING---What is this about? What do I need to Know? What will I learn?

CONFIRMING---Were my predictions correct? Did I learn what I needed to know?

Target and Reason

• Why am I reading this?

• Different purposes for reading.

Prediction

• What will this text tell me?

• Am I right? Am I wrong? Why?

Comprehension

• Why do we learn to ask questions at various levels?

Retention

• Types of memory = Sensory, STM, LTM

• Remembering for long term

Retention

• Natural decay rates

• 24 hours is the key

• Grading based on what you really know, not how many worksheets you filled out.

Spaced Repetitions

Retention

• You cannot remember something you don’t understand

• You cannot remember something that is not organized

Jones Forms

We use 4 training forms in 7th grade to help you develop reading skills for textbook learning:

SQ3R, SKWrL, History frame, and Oracle

Each of these techniques is based on research in reading, learning, and memory to help give you independent skills.

SQ3R

1. Why do we survey?

2. Why do we make questions before we read?

3. Why do we make questions on various levels?

SKWRL

1. Why do we try to remind ourselves of what we already know before reading?

2. Why do we spend time on what we wonder about the topic before reading?

3. Why do we outline the text?

4. Why do we make questions and at higher levels?

History Frame

1. Why do we identify the historical problem or goal before we read?

2. Why do we imagine “what would have happened if…”?

3. Why do we create questions?

Oracle

1. Why do we make predictions?

2. What do we base the predictions on?

3. Why do we monitor how right we were while we read?

QUESTIONS

1. What is schema? What does it have to do with reading?

2. Why do we survey the text? What kinds of things should you try to get going on in your head during survey?

3. How is reading “thought guided by print”?

QUESTIONS

4. What kinds of things “break down” in the beginner reader?

5. How is reading the textbook different from reading some other kinds of print material?

QUESTIONS

6. What is metacognition? What odes it have to do with all this?

7. How is the brain more like a barbed wire fence than a book case?

8. You cannot remember something unless you ___ it and you cannot understand it unless you can connect it with ___.

9. How do spaced repetitions help cut down on memory decay?