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Engaged Readers

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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 …show more content…

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 …show more content…

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

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He says that marking the book is indispensable to this type of personal learning. He says that marking a book will help keep you awake, make reading feel more active, and help the reader better remember ideas and impressions from the reading. In turning basic reading into active reading, Rich ideas and the hidden beauties of a book become visually perceptible to the readers. He expresses the ideal that reading a book should become more like a conversation between the reader and the author. Analysis In comparing Marilyn Arnold’s article to Mortimer J. Adler

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In the spring of 2015, Katie Dickerson, an 11th grade English teacher, published an article to Penn GSE Perspectives on Urban Education, titled “Reimagining Reading: Creating a Classroom Culture that Embraces Independent Choice Reading”. The article discusses the strategies she used to better engage her students in reading more on their own and in class. Throughout a two-year mark, she collected data during the schoolyear and at the end, gave students a questionnaire of how they felt towards these Today’s schools are seeing more children lacking an interest in reading, which is crucial to their intellectual development. In this article, Katie Dickerson noted that “reading… (leads to) the establishment of future goals…, open-mindedness…, the ability to empathize with others, strong communication skills, and the ability to focus”. Furthermore, she stated that “People…are, by nature, lovers of stories.

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Throughout the 16-day project, students participated in a variety of reading-related activities. They learned how to access eBooks on different applications, took Accelerated Reader tests for books they had read, made art projects, worked puzzles, played games, listened to librarians read stories to them, and read books of their choice. On the last day of the program the reading STAR test and the 20-question reading attitude survey were given again. Unfortunately, the results were inconclusive. Some students didn’t take the pre-test while others only took the post-test because of attendance.

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In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.

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Many students read-only to finish rather than to understand what they have read." Many students have yet to be interested in reading lengthy

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Reading literature leads towards a better understanding of the world and eventually a better future. It is true that "Some people argue that the rise of poorly written books and the decline in reading among young people are signs of literature's decline.” (“Do you agree there is little value in literature today?”) Despite these concerns about declining quality and readership, literature will continue to encourage personal growth. As James Mchussain once said, “Moreover, stories of adversity and transformation inspire readers to approach challenges with resilience and a positive outlook.”

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The author consistently cites the example of students who have grown up using the internet as an information gathering tool; She talks about how students today must be able to read and write for both the print and digital worlds, and that the “skills of reading and using technology converge as students search for information or answer questions with the Internet” (Schmar-Dobler 81). This convergence of skills is important when considering Schmar-Dobler’s earlier assertion about the nature of literacy itself changing. The author goes on to examine the model for reading comprehension, the proper strategies of which poor readers usually lack the knowledge of, and therefore tend to be thought of as a marker for identifying “strategic readers”. Strategic readers of the Internet, however, must add the skill of “navigating” in order to locate pertinent information and then take meaning from the text (Schmar-Dobler 83). Schmar-Dobler then claims that “To be adept at seeking, evaluating, and using information found on the Internet, readers must navigate through Internet text and apply their knowledge of the reading process” (Schmar-Dobler 83).

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Kidwatching is an interesting and helpful strategy for me to understand my focus students’ literacy behavior. This observation strategy is an ideal way for me to get to know my students’ literacy tendencies and interests. There are many students who do not feel comfortable with their reading and writing skills, which causes the students to lack interest in all literature. After watching and interviewing my focus students, I learned that not all students like to read and write. Additionally, I learned that I must always be flexible in the classroom because things may not go as planned and I may have to quickly adjust.

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As a teacher researcher, it is the duty and responsibility for the educator to stay on top of current trends, recent research studies, strategies and up-to-date curriculum specific practices to ensure that they are providing the best possible teaching and learning experiences to the young minds they are charged with empowering with knowledge. The following is a brief synopsis of peer reviewed journal articles and how these articles are helpful in an actual classroom setting. Engaging Young Readers with Text through Shared Reading Experiences Shared reading is a reading style method that is synonymous with lap reading/bedtime story reading and is the strategy bridge for class read alouds and independent reading activities.

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While it may be true that even if a student is reading Sports Illustrated, they will still become more literate and reflective than if they hadn’t read at all, it is also true that the student is then less likely to read the same desired material outside of class because they are already being forced to read it inside of class. Moreover, if class time is spent reading something such as Malcolm Gladwell’s Outliers: The Story of Success, the student will be more inclined to read Sports Illustrated outside of class; thus, increasing their reading time altogether. On the report of Engaging Schools: Fostering High School Students’ Motivation to Learn, “studies have shown that students who read outside of school become better readers (Anderson, Wilson, and Fielding, 1988; Fielding, 1994; Guthrie, Schafer, Wang, and Afflerbach, 1995)” (64). Therefore, by engaging in materials which the students may not be interested in during the school day, they will be more likely to read other subject matters outside of school and consequently increase their reading

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Also the children use television and computers as well as printed material across the curriculum. Children are encouraged to share books with different people and develop techniques for a variety of purposes which is done through reading on their own or in groups, looking on websites, television etc. and to read aloud with others and learn to use expression in their voice when they do so. Outside agencies come into school such as a puppet theatre and children can read at lunch time and playtime in school clubs where they can read at their own pace in their own time. Children are encouraged to link reading to other aspects of language such as signing, the use of symbols, stories to listen to, written work and getting children to read what they have written.

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Introduction Lenses on Reading: An Introduction to Theories and Modelsis an excellent read. The authors bring a lot of useful information to not only the field of education but to the classroom. Throughout the book, the authors provided vignettes to show theoretical models in action which gives the reader a visual of how the theoretical model can be applied. The layout of the chapters was in chronological order which is was also helpful.

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Everyone knows that reading is important, but have you ever asked yourself why is that so? Reading is one of the most beneficial and practical activities that a human being can do. Unfortunately it is a disappointment that people these days read less. As we know, books were the main source of entertainment centuries ago, but with the widespread of technological advances such as the cinema, television, internet, among others, many people left their books on the bookshelf. The purpose of this speech is to present the benefits and the importance of reading.

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