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A girl reading a book.

Reading is a cognitive process of actively redefining internally organized concepts as a means of processing information represented by language.[1] In simple terms, a way of getting information and achieving new insight about something that is written. Reading involves decoding the symbols that the particular language offers and knowing the make up of the language. Reading and hearing are the two most common ways to get information. Information gained from reading can include entertainment, especially when reading fiction or humor.

Proofreading is a kind of reading that is done to find mistakes in a piece of writing.

Directed Reading-Thinking Activity[change | change source]

Directed Reading-Thinking Activity (DR-TA) is based on the premise that reading without understanding is not reading. So it requires thinking. DRTA aims to develop more complex levels of thinking processes and initiates reading with a specific purpose – to prove or disprove predictions. Steps in DRTA are:[2]

  • Making predictions/hypothesis about the content, idea, and concepts from the title of the reading material.
  • Sectional reading or processing (Chunking) of the material.
  • Checking the reliability and similarity of the read content with the predictions supported by evidence from the text.
  • For better comprehension, to know what and why the text says: review vocabulary, understanding of the main idea, syntax of the sentence, details/facts and sequence of the story, and make inferences about the characters’ attitudes, behaviors or circumstances in the story.
  • Make tangential and plausible predictions and expectations about what the next section will be about in the reading material. (Continuing the cycle.)

Related pages[change | change source]

References[change | change source]

  1. Russell Stauffer, Language Experience Approach to the Teaching of Reading, New York, Harper & Row, 1970
  2. Anthony V. Manzo; Ula Casale Manzo (1995). Teaching Children to be Literate: A Reflective Approach. LiteracyLeaders. pp. 283–285. ISBN 978-0-15-300560-2.