Reading Reflection 1: Offline Reading

For starters, I will just briefly say that I love “offline reading” so much that I have curated a whole Pinterest board with almost 1,000 pictures of people reading good old fashioned books….

Moving on, here are my responses to the two-part prompts for this week’s reflection:

  • What makes a reader strategic?

Thanks to Paris, Wasik and Turner, I know all about the development of strategic readers. Or, if not all about, at least some about.  Strategic readers identify main ideas, make inferences, and inspect text.  The part that really stuck with me, though, was the part about strategic readers being competent, confident, and intrinsically motivated.  If the question were about the things that strategic readers do, I might copy and paste a list of them, but if the question is about what makes readers strategic, I find myself going back to that part that stuck with me.  Learners who perceive themselves as academically successful usually are, because, as Paris, Wasik and Turner point out by citing Bandura, “Students’ belief about control can have powerful effects on achievement” (626).  Likewise, the importance of pre-reading and reading activities with families at home is stressed.  Taken together, it’s somewhat safe to say that strategic readers are made by their environments.

  • How do more strategic readers differ from less strategic readers?

Ah, here’s where that list might fit.  I actually find Doug Beuhl’s description of “proficient readers” much more in line with what I had thought of as “strategic readers.”  Beuhl writes that a proficient reader is intrigued by a headline, then theorizes, remembers, and revises former understandings.  The proficient reader goes on to glance over paragraphs with unfamiliar terminology to glean the important information, invoke images to accompany ideas, and continue questioning right through the end of the article (3-4).  Less strategic readers would not employ the strategies described by Beuhl; they may have been turned off from reading enough times that they aren’t paging through a magazine to look for a headline that calls out to them in the first place.  And if they did select an article, they might not make any theories about the content, or question it, or revise their former understandings, or call upon images to go with the ideas.

  • What does development have to do with strategic reading and comprehension?
  • What appears to be some of the key research that informs how we currently define reading comprehension and how to teach it to learners of various ages?


  • What connections do you see across the texts and ideas?
  • What connections do you see between these ideas and things happening in your teaching/learning context? Teaching practices? Student behaviors? Classroom climates?
  • What implications do these ideas have for your work in education?
  • What questions do you have? (e.g., clarifying terms, broader applications, extended wonderings, critiques)
  • Do these ideas spark any interests for your final project?
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