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
