The Reading Process

Some people find it surprising to know that there are two different types of reading. Aesthetic reading involves reading for entertainment. Reading aesthetically allows readers to live through the experience of the characters they are reading about. Emphasis is put on thoughts and feelings felt while reading. Efferent readers read in order to gain information. Examples are reading a textbook for class or reading an instruction manual. I have a preference for aesthetic reading. I love to get into the mind of the character and feel what they are feeling when they go through their situations. Sometimes I find myself lost in the world of a book, wishing I were really there. As of the past few years, I have used efferent reading more. There is a lot of required reading that comes with being a college student, so most of the time, I am reading to get information for class.

There are five stages in the reading process. The first process is prereading. During prereading, the reader gains background knowledge and defines a purpose for reading. An example of prereading would be a student looking at the cover illustrations of the book to get background knowledge and being told to think about differences between the story and their life. The next stage in the reading process is reading. Students can read together, independently, with a teacher, or be read to. One type of reading is buddy reading which involves an older student pairing up to read with a younger student. The third stage in the reading process is responding. In the responding stage, students respond to the reading in order to show comprehension and meaning. Examples include writing in reading logs or participating in group discussions. The fourth stage in the reading process is exploring. In this stage, the student explore the text by rereading, focusing on vocab words, and participating in lessons about the story. Students may add important words to a list or word wall, and may reread the selection to look for a repeating theme. The final stage of the process applying. Students in this stage are involved in completing projects that will allow them to continue to explore the reading and build on their experiences. Some examples include completing oral presentations, reports, murals, or theater scripts.

There are four important factors in developing capable readers. The first factor is word identification. Capable readers need to be able to identify a large number of words instantly. Word identification strategies allow students to quickly figure out what an unknown word is. One important part of word identification is phonics. The next important factor is fluency. Fluency is defined as being able to read quickly and with expression. Reading speed and word recognition are components of fluency. 100 words per minute is considered fluent. The 3rd important factor is vocabulary. Capable readers are able to learn up to 7 to 10 new words a day. The more capable the reader is, the more vocabulary available. Vocabulary knowledge is important because it allows students to decode words they have never heard and comprehend reading more easily. The last important factor for developing capable readers is comprehension. While reading, students simultaneously think about what they are reading and how it relates to their experiences. Capable readers are able to comprehend what they are reading and predict and visualize what will happen.

There are five different ways to read: shared, guided, independent, buddy, and reading aloud. When teachers read aloud while the students follow along it is called shared reading. Guided reading is teachers supporting students while they read books at their reading level. Independent reading allows students to choose and read a book by themselves. Buddy Reading pairs two readers together. Reading aloud can be either teachers or fluent students reading out loud to students.

Students can use the reading process while participating in a unit that focuses on a certain book. Teachers build the background knowledge and students respond, explore, and apply. Students can also participate in literature circles where they read self-selected texts. Reading and writing workshops allow students to prepare background knowledge before reading. When teachers focus on a thematic unit, students will use the reading process to read stories and informational text that center around a theme.