 .

Characteristics of Good Readers

 Interact with text
 Have goals for reading
 Evaluate text for important ideas
 Note structure of text before reading
 Make predictions
 Contruct, revise, and question as they read
 Monitor their understanding as they read
 Read different kinds of text differently
 Process text during and after reading
 Find comprehension of text to be productive
 Create visual images based on text they have read
 Draw inferences
 Synthesize information
 Repair understanding
 Enjoy and appreciate literature

Block and Pressley(2001) Harvey and Goudvis (2000

How can I be an effective reader?

Follow these four easy steps to get on your way.
1. Don't read front to back (aka, READ BACKWARDS) Reading a
textbook chapter front to back ensures that you will waste time. ...
2. Read for Big Ideas. Textbooks are extremely thorough. ...
3. Read for Key Details. Big Ideas need support. ...
4. Read the book once but your notes multiple times.
What are the six elements of reading?
 Phonemic Awareness. Phonemic awareness is the ability to hear that a spoken word is made up of a
series of discrete sounds. ...
 Phonics Instruction. ...
 Vocabulary. ...
 Fluency. ...
 Comprehension. ...
 Writing.
 /////////////
ualities of a Good Reader
When looking at reading comprehension, it is important for teachers to be aware of the
following qualities of a good reader.
a) Goal Orientated
Skilled readers read with purpose; they know their
reasons for reading and adapt their reading style to
suit (Duke & Pearson, 2002; Konza, 2011).
For example, when using a dictionary, good
readers utilise their “alphabetic and scanning
skills”, however, when writing a critical essay
their approach to reading changes to extracting
and synthesising pertinent information or ideas
(Konza, 2011, p.1).
Moreover, goal orientated readers continue to
evaluate the text to ensure it is meeting their
objectives (Duke & Pearson, 2002).
b) Understand Text's Purpose
Readers who understand the purpose of the text consider
the author/s approach and beliefs and the historical
context (Konza, 2011; Duke & Pearson, 2002).
Good readers understand writer’s intentions, whether it
is to captivate and entertain, provide factual information
or push a particular agenda to persuade their audience
(Konza, 2011).
c) Monitor Their Understanding
By recognising they are reading for a purpose, skilled
readers monitor their understanding to identify areas
where meaning is lost (Konza, 2011). They also
"construct, revise and question" their understanding
based on prior knowledge and experiences (Duke &
Pearson, 2002, p. 205).
d) Read Different Texts
Differently
Good readers have the ability to change their
reading style according to the text type (Duke &
Pearson, 2002).
For example, they focus on the characters and
surroundings in narrative texts and follow
written instructions in a sequential manner in
procedural texts (Duke & Pearson, 2002).
e) Adjusts Reading
Strategies
Whilst monitoring their understanding, good
readers employ many adjustment strategies
(Konza, 2011).
For example, when encountering difficult
sentences some readers may reduce the speed at
which they read or reread certain parts if
meaning is lost (Konza, 2011).
f) Actively Engaged
Skilled readers are actively engaged when
reading, contrary to the passive approach taken
by those less skilled (Konza, 2011; Duke &
Pearson, 2002). Interacting with the text creates
mutual understanding between the reader and
writer (Konza, 2011).
Also, a good reader’s active engagement with
text occurs not just during the act of reading, but
also during breaks from reading and afterwards,
when the reader can continue to ponder the text
or discuss it with others (Duke & Pearson, 2002)
I think the qualities of a good reader are the following:

1. The ability to pronunce and enunciate well when reading aloud, (whether you are learning a
new language or simply reading in your own).
2. Patience =). If you can get through a long and complicated book, and understand everything no
matter how long it takes to do so…you can do anything.
3. Being able to focus, understand, and interperet information in a more acute way than you did
before.
4. Depth of feeling. When you read a novel, sometimes (this has happened with me…a lot) you
become attached to the character(s). “Reading time” isn’t just another thing to do, but it
becomes sacred because you are on edge and wonder what will happen next.
5. Love of education. The more you read, the more other worlds open for you, regardless of
whether it’s a novel or a history textbook. Sometimes reality can be more amazing than fiction.
There’s so much out there that we can learn.
*/////////////////

What are four characteristics of strategic readers? Strategic readers establish goals, select appropriate
strategies, monitor comprehension, and display a positive attitude toward reading.

Hand, the good readers used the knowledge of structure and content to increase reading efficiency.
Strategic readers have the following four characteristics;
• They establish goals for reading.
• They select reading strategies appropriate for the text.
• They monitor their reading to determine whether comprehension is occurring.
• They have a positive attitude toward reading
Establishing Reading Goals Establishing a goal for reading is a prerequisite for monitoring the reading
process and planning appropriate strategies for understanding the text. By setting goals, students are
able to generate hypotheses and formulate expectations which will guide their reading.
Appropriate Strategies For Reading The Text.
Strategic behavior is essential for the comprehension of difficult texts. Therefore children should be
taught when to skim for main ideas or scan for particular information. They must recognize the need to
read quickly or slowly, carefu lIy or casually, silently or aloud (Kleiman, 1982), and when to apply these
reading strategies. Selecting appropriate reading strategies is a skin that good readers learn to utilize
effectively.
Monitoring Comprehension

Comprehension monitoring involves the evaluation and regulation of one's own ongoing comprehension
processes. To evaluate is to keep track of the success with which comprehension is proceeding and to
regulate is to ensure that the process continues smoothly, including taking remedial action when
comprehension fails. (Baker, 1979, p. 365) Good readers appear to be more proficient at monitoring
their understanding of text than poor readers.
A Positive Attitude Toward Reading The children's attitudes toward reading can influence
achievement. The parents playa major role in promoting and sustaining children's enthusiasm for
reading. Regularly, children observe their parents and other individuals reading. Therefore "by observing
their parents and others interacting with print, children learn that reading and writing have functional
environmental uses"

Good Readers
1. Choose books that are “just right” for them. These books are books that children can read and
are not too hard or too easy.
2. Read independently for sustained periods of time.
3. Set purposes when they read. children set a purpose for reading by asking questions about the
story that begin with who, what, when, why, where and how. Setting a purpose helps children
think about what to look for when they read. It helps them focus on the text and understand the
story better.
4. Use ideas to make and confirm predictions. What Is It? Children make predictions, or guesses,
about what will happen in the story and then confirm their predictions as they read. When
children make predictions, they figure out what will happen next by thinking about the
characters and what they may do. Help children by periodically asking them what will happen
next in the story
5. Attend to characters and form opinions about them. What Is It? While reading, children pay
attention to characters and learn about their nature. Help children identify what the main
character wants at the beginning of the story. Then ask them how the main character goes
about to achieve this.
6. Monitor their own comprehension. When meaning breaks down, good readers use the
strategies of rereading, reading ahead, asking questions, paraphrasing, seeking help and
visualizing to help them understand what they are reading.
These monitor and clarify skills help readers problem-solve as they read so they maintain
meaning. It also helps them strengthen their reading process skills and build confidence in
themselves as readers
7. Use text features as they read. Children identify and use text features, such as captions,
headings, boldface type, and graphs as they read.
 Being able to identify text features will enable children to broaden their understanding of the
text. Children will learn that many text features supply additional information to readers that is
not found in the text.
8. Notice that a word is unfamiliar and use effective strategies to determine the meaning of the
word. What Is It? Using strategies, such as sounding it out, using context clues, analyzing word
parts, or using a dictionary or other resource will help children figure out unknown words. Why
Is It Important? Readers who have a variety of strategies to use while encountering an unknown
word can problem solve quickly and maintain meaning while reading.
9. Identify important ideas. Children think critically and identify the most important idea or
information in a text as they read. This skill helps readers determine which information in a
story is important to remember and which is not. This will help them understand the bigger
message of the text.
10. Make connections as they read. Making connections happens when you ask children to make
connections from a text to other texts, to themselves or the world. Making connections helps
children develop a deeper understanding of the text.
11. Read aloud fluently. What Is It? Children read with fluency to convey the meaning of the text.
Help children attend to the proper phrasing, punctuation and intonation as they read. Children
should be able to put words together to sound like natural language as they read. Why Is It
Important? Reading with fluency helps support comprehension and the ability to comprehend
longer and more complex texts.
12. Make inferences as they read. Making inferences occurs when good readers use their own
experiences as well as the text to construct meaning. Help children make inferences by having
them tell about something that was not stated explicitly in the text. Why did Goldilocks never
return to The Three Bears house?
Good readers are able to identify when and why the meaning of the text is unclear to them.
They can make inferences to solve this problem and deepen their understanding of the text.
13. Return to the text to locate information. Locating information is the ability to go back to the
text to find information that is explicitly stated. Have children locate information by asking them
literal questions such .
This skill enables readers to confirm information they may not be sure about as they read. Going
back to the text is essential to helping the reader maintain understanding as they read. It also
helps readers make judgments and opinions about a text after they read it.
 14. Create visual images in their mind. Visualizing is when a reader reads a text and uses the text
and what they know about a topic to picture the characters, events, and images from the text in their
mind. After children read a descriptive passage, ask them to create a picture in their minds of the text.
Then have them describe what they see.
Visualizing helps readers understand what is happening in the text by making a mental picture
in their mind. It can also help readers when they don’t understand something in the text.
///

Characteristics of a Good Reader

 Summarize as they read. ...
 Make and revise predictions as they read. ...
 Make inferences as they read. ...
 Ask questions as they read. ...
 Visualize as they read. ...
 synthesize as they read. ...
Make connections as they read
Seven Habits of Good Readers and Writers
Good readers and good writers learn habits that help them become strong and fluent. The seven
habits are visualizing, activating schema, questioning, inferring, determining importance,
monitoring for meaning and synthesizing.
Visualizing allows the student to form mental pictures about what they are reading to aid their
comprehension of a text. By visualizing the characters, settings or events, students will be able to
make connections.
Activating schema allows students to make connections with previous experiences to better
comprehend the text. Students can make text-to-text, text-to-self, or text-to-world connections.
Making connections allows students to understand and remember what was read.
Questioning gives students a purpose for reading and writing. Students may ask questions
before, during or after reading and writing. There are several different types of questions that
students can ask: “right there” questions, “in my mind” questions, “on my own” questions and
“author and me” questions. Initial questioning pushes students towards asking deeper questions
or determining answers.
Inferring is what a student does to comprehend what is not exactly written in the text. Students
draw conclusions by using prior knowledge combined with what they have already read in the
text.
Determining importance is when students decide which information is the most valuable to the
text. As students determine importance, they will be able to remember details about the text
and/or activate schema to understand the major points being offered by the author.
Monitoring for meaning is when students regularly stop and review what was read in order to
check for understanding. Students are not reading for speed or to read an entire text; rather, they
are reading to comprehend the text.
Synthesizing is when students take information from different places in the text and make new
meaning out of it. Students that synthesize are able to convey the author’s message and support
their thinking with evidence from the text.

Qualities of a good reader

Here are the qualities:

 Reading actively (making annotations).

 Going further to understand the text (such as looking up vocabulary words if you do not understand them).
 Being able to form opinions about the text.
 Reading the work multiple times. The first time is usually quicker because you are just trying to get through it first. The
second time becomes a more thorough read because you already know the end.
 Reading every word because if it’s there, it matters.
 Finding a main idea and seeing if the book structure supports it.
 Making inferences (reading between the lines).