Strategic Reading Ability

A Strategic Reading Ability is a Reading Ability that involves Plan Formation and Metacognition for the Reader to adjust their Reading Act to achieve a certain Reading Comprehension Task.

• AKA: Strategic Reading Capability.
• Context:
  • It can involve:
    • a Skimming Task.
    • the use of context to discern Unfamiliar Words.
    • a Note Taking Task to aid in recollection.
• See: Active Reader, Reading Comprehension Capability.

---

---

References

2009

• http://en.wikipedia.org/wiki/Reading_comprehension#Reading_strategies
  • Reading strategies
  • Before the 1980s, little comprehension instruction occurred in the United States (National Reading Panel, 2000). Palinscar and Brown (1984) developed a technique called reciprocal teaching that taught students to predict, summarize, clarify, and ask questions for sections of a text. The technique had positive outcomes. Since then, the use of strategies like summarizing after each paragraph have come to be seen as effective strategies for building students' comprehension. The idea is that students will develop stronger reading comprehension skills on their own if the teacher gives them explicit mental tools for unpacking text (Pressley, 2006).
  • There are a wide range of reading strategies suggested by reading programs and educators. The National Reading Panel identified positive effects only for a subset, particularly summarizing, asking questions, answering questions, comprehension monitoring, graphic organizers, and cooperative learning. The Panel also emphasized that a combination of strategies, as used in Reciprocal Teaching, can be effective.
  • Today, most reading comprehension programs teach students explicit reading strategies using teacher direct instruction with additional student practice.
  • Comprehension through discussion involves lessons that are "instructional conversations" that create higher-level thinking opportunities for students. The purpose of the discussions are to promote critical and aesthetic thinking about text and encourage full classroom involvement. According to Vivian Thayer, class discussions help students to generate ideas and new questions. (Goldenberg, p. 317)

2000

• http://www.somers.k12.ny.us/intranet/reading/strategic_reading.html
  • Across all disciplines, teachers have identified a need to strengthen students' ability to read for information...to develop strategic readers.
  • What are the guiding principles of strategic reading?
    • The meaning of a text is not contained in the words on a page. It is constructed by the reader.
    • The single most important variable in learning with texts is a reader's prior knowledge.
    • How well a reader comprehends a text also depends on metacognition, one's ability to think about and control his thinking process before, during, and after reading.
    • Reading and writing are integrally related.

es

1983

• (Paris et al., 1983) ⇒ Scott G. Paris, Marjorie Y. Lipson, and Karen K. Wixson. (1983). “Becoming a Strategic Reader.” In: Contemporary Educational Psychology. Vol 8(3). doi:10.1016/0361-476X(83)90018-8 (Reprinted in R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading, 1994)
  • Aspects of knowledge and motivation that are critical to becoming a strategic reader (one who uses strategies to aid comprehension) are examined. Learning to read strategically is related to children's cognitive development as well as to the social contexts of instruction. Suggestions are offered to promote children's use of strategic reading.

---