The Reading Process

Aesthetic reading and efferent reading are both very interesting, but very different. Aesthetic reading means readers focus on the lived-through experience of reading. They focus on the thoughts, images, feelings, and associations evoked during reading. Readers tend to do this when they are reading to be entertained because they are using their imagination. Efferent reading concentrates on the public, common referents of the words and symbols in the text. This means they are focusing on the basic information found in the text and the illustrations, rather than the experience of reading. I think I have an easier time with efferent reading because I tend to read literally and I tend to just take in the information. I do enjoy aesthetic reading, but it takes me longer to figure out the symbols and feelings behind the words and pictures.

There are five stages of reading and they are all important in their individual ways. Stage 1 is called Prereading which involves the reader preparing to read. They must have background knowledge, set purposes, and have a plan for reading. An example of this is to plan how much to read each day. Stage 2 is Reading and this can be done in a variety of ways. Reading can be done with a buddy, through shared reading, guided reading, or by listening to the text read aloud. Students are able to benefit by using all five types of reading because everyone learns differently and it makes the process more fun when there is a variety. Stage 3 is known as responding and this is when students comprehend the reading by writing about the book or talking about it. This allows the students to have a better understanding of the book and it also helps them to discuss it with other people. Stage 4 is called exploring and this is when teachers lead the students back into the text to analyze it more. This includes rereading the selection, examining the author's craft, focusing on new vocabulary words, and also participating in minilessons. This stage allows the students to dig deeper into the text and they are able to pick up on things they may have missed the first time around. An example of this is picking out new vocabulary words and writing sentences incorporating them. The final stage is called applying and this is when readers continue to deeper their interpretations and value the reading experience. They are building on previous experiences and they may create projects to better comprehend the reading. This can include numerous things, but one example would be creating a mural about the book.

There are four factors that contribute to developing capable readers. The first one is called word identification. A capable reader has a large vocabulary and they can immediately recognize these words as they read. The second factor is called fluency. A capable reader is able to read quickly and efficiently and this includes speed, word recognition, and prosody. To be considered a fluent reader, they must be able to read at least 100 words per minute, and this is typically reached by the 3rd grade. Fluency definitely takes a lot of time and practice but it makes a better reader. The third factor is vocabulary. Capable readers have a large range of vocabulary and they typically learn 7-10 new words per day. They are progressing developmentally and they eventually learn how to use certain words in different ways. The most efficient way to expand a child's vocabulary is simply by reading to learn new words. The last factor in making a capable reader is comprehension. Readers must use their past experience and the text to deepen their comprehension. When a reader is reading, they are actively thinking about what they already know about a topic. They then set a purpose and make inferences from the text. Along with comprehension comes strategy. Capable readers are very strategic and they use a variety of aspects to comprehend what they are reading. All four factors combined together is what makes a capable reader and teachers must incorporate all of these into the reading process in order to promote reading in the classroom.

There are many different ways children can read and use the reading process in the classroom. The five most common ways of reading are shared reading, guided reading, independent reading, buddy reading, and reading aloud to students. All five ways contribute to children's learning and I believe by providing variety in the classroom, all children can benefit. All children learn in different ways, so by setting up different activities, all children have the chance to learn to the best of their ability. Teachers can use these five ways through literature focus units, literature circles, reading and writing workshops, thematic units, and many other things. It is important for teachers to focus on each child while teaching reading, because each child learns differently and it is their job to meet the needs of each child