Engaged Readers

Indeed, becoming an accomplished reader entails the investment of both affective and cognitive needs. The need to employ reading strategies straightforwardly, call on your background knowledge, monitor comprehension, form questions, organize and summarize new information, and, by the same token, the desire to be a good reader (Guthrie, et al., 2004). Likewise, highly motivated readers are often deemed to be self-determined. They are pushed to read by personal reasons, namely curiosity, involvement, social interchange, and emotional satisfaction (Gambrell, et al., 1996). Hunter (2005) pointed out that successful reading is largely the outcome of motivation. Accomplished readers, reciprocally, are motivated readers who appraise reading to be

Students with this trait are predisposed towards monitoring comprehension, calling on their background knowledge, organizing new acquired knowledge, asking questions, and summarizing precisely whenever they read books. Engaged readers are motivated. Students with this pivotal reading quality are motivated intrinsically and extrinsically to read; they are inclined to learn from reading, believe in their reading abilities, withstand failure or setbacks, and put forth effort to master new concepts in what they are reading or to simply meet their reading goals. Knowledge-driven is the third quality of engaged readers. In actuality, they are willing to invest what they have already learned, and they utilize a set of learning strategies to facilitate the reading comprehension process. What further portrays engaged readers is the fact that they are socially interactive in reading. Socially interactive students productively share literacy activities and the meaning gained from their personal reading with their

Engaged readers, thus, employ a number of different learning strategies to seek out novel information, ask questions, organize, and summarize new knowledge from different texts. They largely depend on their background knowledge to deepen their comprehension. They are motivated as they are avid to read and learn and take pride from what they actually do. They are knowledge-driven when they call on their background knowledge to assist them understand novel information during reading. Likewise, they are socially collaborative when engaging in reading activities. They adhere to participate in reading clubs; they apply and share a variety of learning strategies that assist in comprehending the print, such as vocabulary meanings, comprehension strategies, note-taking techniques, and they always seek out assistance from others whenever the situation requires. Most teachers are eager to have a classroom full of students with such