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Five characteristics of engaged readers:

• They read widely with different purposes

• They read fluently and use their cognitive capacity

• They develop their comprehension

• They are metacognitively aware as they use a variety of reading

strategies

• They are motivated readers

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First identified by Chall

This slump is characterized by learners who are mastering the basic principles of reading

Learners are moving from learning to read to reading to learn

Learners experience a slowing of progress

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LEARNING TO READ

VS.

READING TO LEARN

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LEARNING TO READ

Requires learning what the shapes and lines on the page

mean . Narrative text and stories are typically used to teach

learners how to read.

READING TO LEARN

Readers use information to increase their knowledge

expository text or information-based texts are typically used

to learn context

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The

init

ial

stag

es

of

lear

nin

g

Learners can measure their

progress

they are able to complete basic

tasks

They are encouraged by what they can

read

• They are able to read personal letters newspaper articles

on familiar topics, basic instruction for a piece of

equipment and contemporary prose

• The vocabulary demands increase

• The structure of writing also changes

• Readers are expected to engage in identifying main ideas

from details ,scanning, skimming, separating facts from

opinions and identifying conclusions

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We read for pleasure

We read for information

We read to learn new things

They are able to describe why they are reading a

particular text

They are actively involved in reading both narrative and

expository texts

They read daily from a variety of text types and for a

variety of purposes

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• N.J.Anderson’s definition: reading at 200 word per

minute with 70% comprehension.

• Samuels' definition: reading fluency is the ability to

decode and to comprehend the text at the same time.

• Automaticity in word recognition is one key element in

fluent reading

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It is defined as the ability to perform a task easily with little

or no conscious attention. It is developed through extensive

practice.one aspect of automaticity in word recognition is

the bottom-up process of reading.

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Decodable word is one where there is one sound for each

letter or letter combination

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Engaged readers read with comprehension and are able to

do something with what they read. The doing something

with what they read often results in reading critically

evaluating what was read

J.A.Anderson suggested that when we are challenged to

comprehend a difficult text we should read it as though it

made sense and perhaps it will

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Anderson’s definition: strategies are the conscious actions that learners

take to improve their language learning.

Metacognitive awareness requires:

• Preparing and planning for effective learning

• Deciding when to use specific strategies

• Knowing how to monitor the use of strategies

• Learning how to combine various strategies

• Evaluating the effectiveness of strategy use

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Whose responsibility is it to

motivate readers?Dornyei notes that promoting

learner motivation is nobody’s

responsibility

Another definition is provided by

Dornyei and Otto : it can be

defined as the dynamically

changing cumulative arousal in a

person that initiates , directs…and

evaluate the cognitive and motor

process whereby initial desires are

selected.

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expectation of reward

motivation

effort required

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The expectation of reward

the effort required

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Developing engaged reader is not simply a matter of

applying one of the five characteristics in isolation but

rather integrating them into our teaching so that all are

present . There is a synergy resulting from integrating all

these characteristics that makes for a truly engaged reader

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