Chapter+1+Reading+Is+Thinking

=Chapter 1= =Reading Is Thinking= Pages 11-21

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Pearson, Roehler, Dole, & Duffy (1992)* discuss “Developing Expertise in Reading Comprehension” in their contribution to //What Research Has to Say about Reading Instruction//. The authors outline how our traditional skills-based instruction in reading is no longer sufficient for developing thoughtful, expert readers. The authors make a series of conclusions about thoughtful, expert readers. In their view:
 * (1) “Thoughtful readers use existing knowledge to make sense of texts” (p. 154),
 * (2) “Thoughtful readers monitor their comprehension throughout the reading process” (p. 157),
 * (3) “Thoughtful readers repair their comprehension once they realize it has gone away” (p. 159),
 * (4) “Thoughtful readers are able to determine what’s important in the texts they read” (p. 162),
 * (5) “Thoughtful readers synthesize information when they read” (p. 163),
 * (6) “Thoughtful readers constantly draw inferences during and after reading” (p. 165), and
 * (7) “Thoughtful readers ask questions” (p. 166).

Given these conclusions, instruction must be flexible and include teacher-student interactions that promote reading comprehension. When taught well, these strategies enable readers to develop expertise in comprehending novel texts. Rich instructional contexts, active student involvement within instruction, and scaffolded learning characterize effective reading comprehension instruction in all grade levels.

Harvey and Goudvis (2007) extend this conversation into thinking about comprehension as a means of building a student's understanding of text by employing the strategies of activating background knowledge, making connections, questioning, making inferences, visualizing, determining importance, summarizing, and synthesizing information.

__**Professional Reference to Extend Your Learning** __

Keene, E.O. & Zimmerman, S. (2007). //Mosaic of thought, Second edition: The power of comprehension strategy instruction//. NH: Heinemann.


 * This seminal professional text provides another resource to understanding the use and benefits of comprehension strategy-based instruction in reading. The authors use their own reading practices to highlight the benefits of these practices. This text also provides links to classroom practice for teachers to implement strategy instruction within their reading instructional practices.


 * __Video Clips to Support Your Professional Learning in Comprehension Instruction__: **


 * **Annenberg Learner: Teaching Reading K-2: Comprehension and Response **


 * ===== **Annenberg Learner: Teaching Reading 3-5: Building Comprehension** =====


 * **Dr. Nell Duke's Doing What Works Expert Interview: "What Good Readers Do". **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">*<span style="background-color: transparent; color: #000000; font-family: Arial; text-decoration: none; vertical-align: baseline;">Pearson, P.D., Roehler, L., Dole, J., & Duffy, G. (1992). Developing expertise in reading comprehension. In S.J. Samuels & A.E. Farstrup (Eds.), //What research has to say about reading instruction (2nd edition,// pp. 145-199). Newark, DE: International Reading Association.