Reading Process Analysis

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

Changing your engine oil is one of the single most important vehicle maintenance acts you can perform. Over time the oil breaks down and no longer performs its job the way it did when it was new. Your engine 's oil helps absorb heat from the engine and lubricates moving metal parts that would otherwise grind together. As you drive, the oil pump circulates oil within your engine and the oil filter catches the deposits that build up over time. The oil filter performs its own type of car maintenance by keeping the oil clean. But as the oil gets older, the number of deposits in the oil continues to build and the filter is unable to extract all of the material. When this happens, the color of the oil changes and it indicates the oil should be

Typically, people think of reading when they see a novel or a short story, but I think of reading when I’m out on the baseball field. When I hear the word “reading”, unlike most people, I think of a green grassy baseball diamond at night, with the lights lighting it up, filled with fans in the stands. Believe it or not, I read all the time on the field. I read the ball coming off the bat when I’m playing in the field. When I hear the “ding” of the metal bat and hard, rubber ball colliding, I know that there is a chance I could make a great play. I can see the ball getting bigger and bigger as in approaches me. I read the ball coming out of the pitcher’s hand,

"Reading a text as pure description of an object, and undertaken to mechanically memorize the discrimination, it is neither real reading nor does it result in the knowledge of the object to which the text refers" (Freire 284). When a teacher gives a reading assignment, the students that read to memorize the text likely do not gain the significance of what that literary work contextually attempted to deliver, nor is it necessarily understood by the reader. If a student was really taught the significance and meaning of the text instead of mechanically memorizing it, the student should have better outcomes both with gaining the insight of the assignment and the memorization of key points. Mechanistically

Ron Padgett, the author of Creative Reading, recalls how he learned to read and write as though these things happened yesterday. Like Padgett, I tried recalling my reading and writing history.

In How to Read Literature Like a Processor the scene of people eating together is considered to be communion. “Whenever people eat or drink together, it’s a communion” (8). Food was mentioned a few times in the second section on Divine Right’s trip. The some different times food were seen was once at Eddie’s funeral and then later on when D.R. ate with Marcella’s family. D.R. also discussed what his grandmother would make when he traveled home to visit. I think these notes of food and how it was eaten is very telling of how D.R. is interpreting and valuing life in general. The first tie to food this week, was at Eddie’s funeral right before Estelle and D.R. we’re leaving. “D.R. and Reed came in from the kitchen, eating chili and rice sandwiches. D.R.

I never understood the point of reading. My parents first introduced my siblings and I to its world at the early age of two. We were familiarized with letters, taught to link sound the visual and formed words with a stuttering start. We became accustomed to the quiet of Tuesday nights when my father would sit huddled on the sofa – my mother curled up in bed – his long nose buried in a novel, a black curtain cascading from her head to the pages, morphing into one with their respective books. As the night drew close the browns of their eyes would light up, while my mother’s red lips would quiver with excitement and my father would flash a lopsided smile. “Reading is an adventure,” they’d

I feel that the tools listed in the article “Read Like a Graduate Student, not a Mystery Fan” are going to help me immensely as I continue my course of education. The first chapter I read, for another course that I am currently enrolled in, I read from front to back like I would normally read a chapter for enjoyment. Upon completing the reading assignment, I felt like I had retained very little information. After reading the first discussion questions required for the course, I had to re-read portions of the first chapter in order to address the topics from discussion questions. I did not read the chapter from front to back but read the introduction, then the summary and finally the content. The second reading,

The Drop Everything and Read (DEAR) program compared to the Silent Sustained Reading (SSR) program proves to be a more effective reading experience for students. The DEAR program provides exploration and a better understanding of what students are reading, which is more than the SSR experience where they are just sitting and reading silently. Teachers are able to incorporate structured time to work with each student periodically to assess their progress and plan corresponding instructional goals. More importantly, students are given the time to read books that are of interest to them, discuss with the teacher what they have read, and obtain the support they need for further reading explorations and considerations (Gardner, 2016).

Reading is a wonderful reality escape.  Not every book I have the chance to receive is easy to read.  Some books are difficult to read due to not having privacy, time management, and having no patience.

Introduction: Ways of Reading can be difficult to understand at times, but if you break it down it becomes easier to understand. Some of the quotes written by David Bartholomae and Anthony Petrosky can be used to look at the greater picture and do not just apply to reading and writing. Three quotes really stuck out to me while I was reading the introduction of this book. It was not just because they were great advice on reading and writing, but because they can also be applied to everyday life or certain situations in life. There are lessons to be learned in this introduction such as challenging others and students, understanding that there are different interpretations of things, and finding the meaning as you go along.

A Transactional Reader Response is described by Lois Tyson as the “[f]eelings, associations, and memories occur as we read, and those responses influence the way in which we make sense of the text as we move through it” (173). My past experiences made me able to relate to

I soon learned that I would not have to sit here anymore, I just needed to change. If I focused and tried to work harder I would eventually learn more. I once again practiced and worked on what needed to be worked on during the reading time I had. Practicing took a lot and moved me out of my comfort zone. The worry started to finally fade, leaving my thinking all to read and focus.

In today's society a plethora of information is immediately available at the touch of a button, and long gone are the days of careful hours spent scouring through a library for information. In "How to Read a Book" author Mortimer Adler points out that this ease of access to information has turned the masses into inattentive readers. In the first chapter, "The Activity and Art of Reading" Adler distinguishes between different types of reading such as active vs. inactive reading and goals that should be associated with reading such as reading for information and reading for understanding. In the latter chapter he goes on to point out how to be a successful and demanding reader through critical reading and asking oneself questions about the text.

A growing body of researchers claim that if students are not motivated and engaged in reading, they will not achieve their full literacy potential (Gambrell, 2011; Serravallo 2015; Warner, 2014; Irvin et al., 2007; Parsons et al., 2015). How and why would they read a “broad range of high-quality, increasingly challenging” texts if they are not interested? Research now shows that engagement and reading achievement actually have a symbiotic relationship, such that they must exist simultaneously (Guthrie & Wigfield, 2000, as cited in Springer, Harris, & Dole, 2017). As students become more engaged in reading, they develop an increased level of competence, which supports their literacy achievement (Irvin et al., 2007; Springer, Harris, & Dole, 2017). As students’ reading abilities increase, they hold a greater desire to continue reading, along