EDUC 551 Teaching the expert reader

1. Roxanne M. Feliciano Ramos
EDUC 551
Dr. Nuñez

2. Readers who are confident in their understandings of text and how text
works.
Readers who read independently.
Readers who can construct meaning before, during and after reading.
Readers can maintaining meaning through longer and more complex
stretches of language.
Reader can understand text as something that influences people's ideas.

3. Readers are reading a broad range of complex texts, and
disciplines.
Reading comprehension is better than listening
comprehension of material of difficult content.
Readers are more sensitive to the text.

4. Active Process
Processing of
information
Metacognition
EXPERT
Unthinkingly
reads
Constructive
meaning dos
not occur
naturally.
Lack of
motivation
STRUGGLING

6. In 1970 Psycholinguistics advocates suggested that:
Reading is a guessing game in which readers determine meaning
through a variety of redundant and cuing systems.
Phonics not be taught separately
No mix of instructional strategies and curriculum material will
work for every child. (Sousa, 2014)

7. Activating
• Activation of prior knowledge.
• Students use their past experiences
to better understand the text.
Summarizing
• Summarize purpose and meaning
of a text in their own words.
Monitoring
and Clarifying
• Determining if they understand
the text, if they don’t they will
clarify their doubts.
Expert readers have a
set of reading strategies
that allow them to
monitor and improve
their own
comprehension of the
text, and thankfully
these strategies can be
taught to students who
struggle as well. (Mills,
2008)

8. Visualizing and
Organizing
• Create visuals of the text they read
• The use of graphic organizers to organize input
Searching and
Selecting
• Research other sources to define key words, problem
solve and answer questions.
Questioning
• Readers create questions about the text.
• ask themselves questions while reading the text
Inferring
• Readers interpret the text and draw logical
conclusions.

9. Before beginning any lesson the teacher must
identify which of the strategies mentioned above they
will apply based on their learning goal, course
standard and the type of text. (Mills, 2008)

10. Text
Prior
Knowledge
Interaction
Difficulty
Support
Skills

12. Research states that there exist a strong association between
writing practices and a student’s reading performance. Through this
research there were three mayor findings related to reading
performance. (Sousa, 2014)
Student writes about the
text
Become better
writers
Increase time the
student use to write

13. Writing
Summary
Note
Taking
Answering
Questions
Extended
Response
For older students. Teaching
reading and writing together
helps them develop more
literacy skills and knowledge.
(Sousa, 2014)

14. Teaching students at the expert level of reading should go
beyond comprehension, and more toward interpretation and
using the text in new ways. But for this to happen students
must understand how to think while they read. (Saaris, 2017)
Connections Synthesis
Apply new
knowledge

15. Meta Linguistic Awareness
Linguistic characteristics of
the text such as specialized
vocabulary. (Horning, 2011)
Meta Contextual Awareness
How the text fits into its
discipline or area. (Horning,
2011)
Meta Textual Awareness
Organization and structure.
(Horning, 2011)

16. - Maryanne Wolf, Proust and the Squid

17. Horning, A. S. (2011). Where to put the manicules: A Theory of Expert Reading.
Across the Disciples, 37.
Mills, K. A. (2008). The Seven Habits of Highly Effective readers.
Proceedings stories, Places, Spaces: Literacy and Identity.
Australian Literacy Educators Association,
Australian Association for Teaching English.
Saaris, N. (2017, March 6). Strategic Annotation:
Thinking like an Expert reader. Retrieved from
Actively Learn:
https://www.activelylearn.com/post/strategic-annotation-thinking
-like-an-expert-reader
Sousa, D. A. (2014). How the Brain Learns to Read. London: Corwin.