THE READING PROCESS

By Nicolette Smith

TABLE OF CONTENTS ➤ Introduction Slide 3➤ Before the Reading Slide 5➤ During the Reading Slide 11➤ After the Reading Slide 17➤ Conclusion Slide 23➤ References Slide 24

ABOUT THE READING PROCESS

The reading process plays an important role in the development of a reader at any age. The reading process focuses on the reader, the text, and the purpose of the reading within social and cultural contexts. Essential components of the reading process are phonemic awareness, phonics, word identification, fluency, vocabulary, and comprehension. These components can be used to help the reader before, during, and after the reading. Different strategies are used to help teachers teach these components for students to use in the before, during, and after portions of the reading.

The strategies can be used to help students with their understanding of expository text structors. Expository text structors are a way of organizing nonfiction books. Students can look at the book or story and be able to see specific text structors before the it is read. A student first needs to be familiar with the type of patterns that nonfiction books have and be able to identify what they know about nonfiction books. These text patterns or features are unique to nonfiction books and are put into place to help the student have an easier time reading and comprehending. The before, during, and after the reading activities also help students with this as well.

Before Reading After Reading

During the

Reading

BEFORE THE

READING

Before the Reading activities are done before the reader reads

the story or text.

BEFORE THE READING STRATEGY #1 ➤ A perfect strategy for a

before the reading activity would be “Word Learning”. The “word learning” can be used by having students look through the text prior to it being read. The students and the teacher will look through the text for new vocabulary and difficult or unfamiliar words. This is also great for helping students with their vocabulary development.

Strategy #1

Using words before the reading to have better

comprehension and fluency when it comes time to read

the full story or book.

BEFORE THE READING STRATEGY #2➤ Students can also use

activating background to connect what they think the book is about before they read it. Students can do this by looking at the book pictures, new vocabulary, and by reading the title or the story or book. Students can relate what they already know about the topic or identify is they where or when they have seen similar situations to the pictures presented in the book. Students can also use the definitions of new vocabulary words to make connections to what they already know.

Strategy #2

Using background knowledge to help the

students make connections to what they

already know and real life connections.

BEFORE THE READING STRATEGY #3➤ Setting a purpose is

another useful strategy to help students with their reading comprehension and fluency. Setting a purpose for why a student is reading a nonfiction text helps the student to thinking about what they are going to read before they read it. It brings focus and purpose to the student for what they are about to read.

Strategy #4

Setting a purpose for what the student is going

to read to help them focus their attention.

BEFORE THE READING STRATEGY #4➤ A great before the reading

strategy to have students use is to have them make predictions about the story or text. This really allows the student to be engaged and involved in what they are about to read. Students can make predictions about what they think the focus of the story is or what is sequence of events that they predict will happen.

Strategy #4

Students will make predictions about the

text to become actively involved in their

reading.

BEFORE THE READING STRATEGY #5➤ Over all the student could

preview the text before it is read. This helps the student to get an understanding of what the text is going to be about before the book has been read. The student in a sense becomes familiarized with the text.

Strategy #5

Students preview the text before it is read to gather

information about the story or text.

DURING THE

READING

During the reading activities take place as the student reads

the test or story.

DURING THE READING STRATEGY #1➤ The during the reading

process includes the student reading on their own, in-groups, or listening to the teacher read. The first reading strategy that can have the students partner read. As students partner read, they will read, reread, and switch off reading with the student they are paired with. This allows the students to work on their reading aloud, as well as fluency.

Strategy #1

Partner reading helps students with their

reading with fluency.

DURING THE READING STRATEGY #2➤ Sentence repetition is a

great way for students to work on there vocabulary, comprehension, phonemic awareness, and fluency. As Students read a nonfiction text, they will read and they reread sentences to help them work on these components of the reading process.

Strategy #2

Sentence repetition will helps students while they are reading to identify and use the

different components of the reading process.

DURING THE READING STRATEGY #3➤ As a student is reading the

non-fiction text, they can use the “chunk” strategy. When they student “chunks” what they are reading, they take of a few paragraphs or pages and process what they have read. This allows the students to take in what they are reading and then reflect before they move forward.

Strategy #3

Students “chunk” and then process what they have read in a story or text before moving on to make sure they understand. Students also do this to reflect

on what they have read.

DURING THE READING STRATEGY #4➤ Interactive read-aloud is

another great strategy to use for the during the reading process. Interactive read-aloud have the students read at their independent level. Students are usually paired in groups of 4 or 5 for this during the reading activity. As the students read aloud, the teacher encourages the students to share their thoughts as they read through the story or text.

Students participate in a read-aloud activity and share their thoughts as

they read through the story or text rather then waiting for the story or text to end.

Strategy #4

DURING THE READING STRATEGY #5 ➤ As a students tears through a

text or a story, they can writ e down their thoughts on sticky-notes. Students can write down their thoughts on these stick-notes and keep track of the pages, paragraphs, or phrases that they had thoughts on as they read through the story or text. Students can use this as a tool for comprehension. They can also use the sticky-notes to write down question and also places they want to return to ignorer to better understand. This is such a useful during the reading tool for students.

Students use sticky-notes to write down

their thoughts, questions, and

comments.

Strategy #5

AFTER THE

READING

After the reading occurs when the students have finished the text or book and now

hove the opportunity to reflect, make connections, and discuss what they have

learned.

AFTER THE READING PROCESS #1➤ After the students have

read the text or story they can write in a reading log. In a reading log a student gets to reflect on the text or story. They can write down their thoughts or feelings about what they just read. Students begin to think about what they read and how it related or affected them. They can write about what they learned and what they will take away from the text.

Writing in reading logs is a great way for the students to reflect on what they have read.

Strategy #1

AFTER THE READING STRATEGY #2➤ Another strategy for

teachers to have their students use for an after the reading activity, would be having a group discussion about the text or story. This gives students the opportunity to share their opinions of the text. Group discussions are great to use especially for nonfiction texts. Students in this activity, similar to reading logs, talk about what they learned. Students can also ask questions and share the information that they found interesting or useful.

Strategy #2

Students participate in group or grand discussions where they can collaborate with

their peers about what they learned about the text or

even ask questions.

AFTER READING STRATEGY #3➤ Students after the reading

can make a summary of what they read. Students can either summarize with a shoulder partner or with the teacher. This allows they student to gather all of the information that they learned from the text and but it into their own words while explaining what they read about. Through summarizing, the student also identifies the main idea and major events, as well as, identifying important details.

Students use a large verity of strategies and tools to

help them summarize what they have read. Students use context references,

vocabulary, and text features to give their

summary.

Strategy #3

AFTER THE READING STRATEGY #4➤ A great strategy that is

great for students would be using a graphic organizer. A graphic organizer, specifically a flow chart, is a great way for students to take what they have learned and put it on paper. This helps them to organize, categorize, and sequence what they have learned. They use the flow chart to give them structor and almost like a frame for what they will be writing down.

Students use a flow chart to organize the

information they retained after reading

the story

Strategy #4

AFTER THE READING STRATEGY #5➤ Another strategy to use

with students after they have finished reading the text, would be to have the students answer the questions about the text. The teacher will gather questions that she/he found throughout the text before it is read by the student. Then, after the students have read the text, the teacher will ask the students questions. This will engage the students in what they have comprehended from what they read.

The teacher will gather questions about the text to ask the students to check their comprehension and understanding of the text.

Strategy #5

CONCLUSION ➤ There are so many strategies that a teacher can use to

help a student with their learning and understand of the components of reading, as well as what the teacher can engage the students in before, during, and after the reading. It is important that a teacher not limit their class to strategies, but to be creative and use strategies that will promote student engagement and learning.

RESOURCES ➤ Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper

Saddle River, NJ: Pearson Education/Merrill/Prentice Hall.➤ William, B., & Damer , M. (2011, 2007). Teaching Reading to Students Who are at Risk

or Have Disabilities . New Jersey : Parson Education, Inc.