Your SlideShare is downloading. ×
0
developmental reading 1
developmental reading 1
developmental reading 1
developmental reading 1
developmental reading 1
developmental reading 1
developmental reading 1
developmental reading 1
developmental reading 1
developmental reading 1
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

developmental reading 1

124

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
124
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Nell Duke and P. David Pearson
  • 2. Nell Duke  is a contemporary educator and literacy researcher with an interest in informational text, early literacy development, and reading comprehension instruction, with an emphasis on children living in poverty. She is currently a professor of language, literacy, and culture and a faculty associate in the combined program in education and psychology at the University of Michigan.
  • 3. P. David Pearson a faculty member in the programs in Language and Literacy and Human Development at the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. Current research projects include Seeds of Science/Roots of Reading--a Research and Development effort with colleagues at Lawrence Hall of Science in which reading, writing, and language as are employed as tools to foster the development of knowledge and inquiry in science--and the Strategic Education Research Partnership--a collaboration between UC Berkeley, Stanford, and the San Francisco Unified School District designed to embed research within the portfolio of school-based issues and priorities.
  • 4. Good readers ... Are active readers  From the outset have clear goals in mind for their reading  Constantly evaluate whether the text, and their reading of it, is meeting their goals 
  • 5. Typically look over the text before they read  As they read, they frequently make predictions about their reading  Construct, revise, and question the meanings they make as they read 
  • 6. Try to determine the meaning of unfamiliar words and concept in the text, and they deal with inconsistencies or gaps as needed  Draw from, compare and integrate their prior knowledge with material in the text  Think about the authors of the text, their styles, beliefs, and intensions, historical 
  • 7. Monitor their understanding of the text  Evaluate the text’s quality and value, and react to the text in range of ways  Read different kinds of text differently 
  • 8. When reading narrative, good readers attend closely to the settings and characters  When reading expository text, they frequently construct and revise summaries on what they read 
  • 9. Recognize the text processing occurs not only during “reading” but also during short breaks taken during reading, even the “reading” itself has ceased  Look at comprehension as a consuming, continuous, and complex activity, but one that is both satisfying and productive 
  • 10. Thank you!!

×