The Reading Process

There are two main purposes for reading: to be entertained and to retrieve information. When one is reading to be entertained, this is referred to as aesthetic reading. When people participate in aesthetic reading, they focus on the experience of reading. Images, thoughts, and feelings are very important in this type of reading. When one reads to retrieve information, this is called efferent reading. People who participate in efferent reading focus on the words and symbols, not reading as an experience. My favorite type of reading if definitely aesthetic. I love to read a good book that I can just be immersed in the story.

There are five stages of the reading process. The first stage is prereading. When students preread they are building background knowledge, setting a purpose for reading, and previewing the text. An example of prereading is skimming through the pages to look at the illustrations or looking at the table of contents. The second stage is reading. There are five types of reading (independent, with a buddy, shared, guided, and listening). This stage also involves reading from beginning to end, applying skills and strategies, and looking at illustrations, charts, and diagrams throughout the text. An example of reading is the teacher reading aloud, while the students follow along with their own copy. The third stage of the reading process is responding. Responding can involve reading logs or discussing the text with classmates and the teacher. An example of responding is the teacher asking students to write a journal article on what they think will happen next in the story. The fourth stage is exploring. Exploring involves diving deeper into the text by rereading, examining how the author writes, learning vocabulary, and participating in minilessons. An example of exploring is asking the students to pick out vocabulary words in the text that they are unsure of and then looking them up. The last stage of the reading process is applying. This can involve creating a project, connecting with relating books, or valuing the reading experience. An example of applying is asking the students to create an art project on their favorite part of the book.

To develop a capable readers, there are four key factors that must be present. These include word identification (recognizing the word instantly), fluency (quickly and using expression), vocabulary (learning more words every day), and comprehension (using existing knowledge while reading).

There are several different means in which students can read. These include shared reading (teachers read aloud while students follow along), guided reading (students grouped by reading levels and guided by the teacher), independent reading (read and sometimes chose text independently), buddy reading (two students), and reading aloud to students. The teacher and student can use the reading process in the classroom by using reading workshops. The teachers can use this opportunity to remind students of the reading process and help them come to a greater understanding of what they are reading. Also, reading workshops would have a project at the end, which is stage 5: applying.

The Six Language Arts

After attending the first class, we learned that there are six language arts: reading, writing, talking, listening, viewing, and visually representing. I found these surprising at first because if someone asked me about language arts, I would assume that there were two types: reading and writing. However, after thinking about this, all six make perfect sense. I found it interesting that the six include talking and listening. These are often neglected in schools, but are so important. Without good talking and listening skills, students are not able to communicate well. I feel that the reason I would forget to include viewing and visually representing on my list is that these weren't a big part of language arts when I was in school. Digital media was not used as often as it is now. However, because technology is rapidly expanding and is a part of children's daily lives, I think it should definitely be included on the list of language arts. By adding these to the list, we are not merely condoning all of the digital and media influences on children's lives, but instead taking the technology that children have at their disposal and teaching them to use it in a responsible and positive way.

When I was in elementary school, reading and writing are the main things that stand out. However, I do remember my teachers reading aloud stories for us to aesthetically listen. I do not remember talking, viewing, or visually representing being a focus. We were constantly tested on reading comprehension and writing abilities, so I feel that these stand out as the most important. I always enjoyed reading more than writing when I was in elementary school and still do today; I do not see that changing.

I loved listening to Sahara Special. Based on my time in public schools, I have seen that same student sitting out in the hallway. I can also relate to Sahara's mother. In one of my child development classes we discussed relationships with parents and the school, and how it is so important to let parent's know they are their child's first educator and to make them involved in decision-making, but this does not always happen. I think Sahara's love for writing at home will help her succeed in school.