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- One of the things teachers need to be sure to do in their teaching is to maintain their focus on the reader.
- Differences in interpretation of a text occur because the meaning involves a transaction between a reader who has particular perspectives and prior knowledge and a text that can affect different readers in different ways.
- Teachers should recognize that a reader has a right to an interpretation and that reading is an interactive process involving more than a regurgitation of an author's explicit ideas.
- Active participation in constructing meaning means that the information is coming alive to readers personally and that they are making connections that are meaningful to them with all kinds of texts.
- Viewing informational reading through personal experience and exploration may help students construct a more lively and engaging relationship with text and in turn help them to attend to and possibly to persist with the reading task.
- Evidence suggests that when students discuss and share their perspectives, greater understanding is achieved.
- A routine is essential in cooperative learning exercises because unless you give students particular procedures to guide their social interaction, chaos or lack of productivity may result.
- Cooperative learning encourages students to work with and learn from each other when working toward a common goal.
- For students to learn how to conduct procedures independently when doing cooperative learning activities, the teacher should model and practice being the leader.
- A reader's metacognitive knowledge includes knowledge of self as a learner, knowledge of the requirements of the task, working knowledge of specific strategies, and awareness of the importance and impact of using strategies.
- Self-knowledge means knowing yourself as a learner, what you are good at, what you need help with, and where you are likely to have difficulty.
- The comprehension monitoring function of self-regulation is crucial to the individual because readers can't regulate their own reading behavior if they are unaware of how well they are doing while they are reading.
- Students with reading disabilities very often don't monitor their comprehension and continue reading a text even though they do not understand it.
- Unless a student can actually get to the point of taking corrective action to fix the comprehension failures, he/she has not completed the self-regulation cycle.
- As students refine strategy use, they tend to recognize the importance and usefulness of being strategic, and beliefs about self-efficacy develop.
- Students with learning disabilities are more likely to attribute success to external forces and failure to internal forces whereas average students tend to attribute success to personal effort and failure to external causes.
- Attributing successful reading to the appropriate use of strategies reduces the tendency to attribute it to personal effort or ability alone, thus making successful reading interactively dependent upon a combination of personal effort, ability, and strategy use.
- Whatever specific procedures are used, instruction in strategies needs to be designed so that the relevance and utility of strategies become apparent to readers with learning disabilities.
- Combining specific attention to motivation along with the teaching of strategies can help to empower students to actively make effective use of the strategies they are learning.
- Students should be taught explicitly to generalize their reading strategy learning in order to gain personal control.
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