<ul><li>Background knowledge about many topics</li><li>example: This book is about zoos – that's where lots of animals live.</li><li>Extensive oral and print vocabularies </li><li>example: Look at my trucks – I have a tractor, and a fire engine, and a bulldozer.</li><li>Understandings about how the English language works </li><li>example: We say she went home, not she goed home.</li><li>Understandings about how print works </li><li>example: reading goes from left to right</li><li>Knowledge of various kinds of texts </li><li>example: I bet they live happily ever after.</li><li>Various purposes for reading </li><li>example: I want to know what ladybugs eat.</li></ul>

Have compresion of what you read.

<figure><img src="https://www.readingrockets.org/sites/default/files/atoz_aboutreading.jpg" width="144" height="73" alt=""></figure>Reading is making meaning from print. It requires that we:<UL><LI>Identify the words in print – a process called word recognition</LI><LI>Construct an understanding from them – a process called comprehension</LI><LI>Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency</LI></UL>Sometimes you can make meaning from print without being able to identify all the words. Remember the last time you got a note in messy handwriting? You may have understood it, even though you couldn't decipher all the scribbles.Sometimes you can identify words without being able to construct much meaning from them. Read the opening lines of Lewis Carroll's poem, "Jabberwocky," and you'll see what I mean.<BLOCKQUOTE>'Twas brillig, and the slithy toves 
Did gyre and gimble in the wabe: 
All mimsy were the borogoves, 
And the mome raths outgrabe.</BLOCKQUOTE>Finally, sometimes you can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process. For example, try reading the following sentence:It&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; isn't&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; as&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; if&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; the&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; words 
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;are&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; difficult&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; to&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; identify&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; or 
understand,&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; but&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; the&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; spaces 
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; make&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; you&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; pause&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; between 
&nbsp;&nbsp;&nbsp;&nbsp;words,&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; which&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; means&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; your 
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; reading&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; is &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; less &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; fluent.Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important. How complex? Here goes?<h2>To develop word recognition, children need to learn:</h2><UL><LI>How to break apart and manipulate the sounds in words – this is phonemic awareness 
	example: feet has three sounds: /f/, /e/, and /t/</LI><LI>Certain letters are used to represent certain sounds – this is the alphabetic principle 
	example: s and h make the /sh/ sound</LI><LI>How to apply their knowledge of letter-sound relationships to sound out words that are new to them – this is decoding 
	example: ssssspppoooon – spoon!</LI><LI>How to analyze words and spelling patterns in order to become more efficient at reading words – this is word study 
	example: Bookworm has two words I know: book and worm.</LI><LI>To expand the number of words they can identify automatically, called their sight vocabulary 
	example: Oh, I know that word – the!</LI></UL><h2>To develop comprehension, children need to develop:</h2><UL><LI>Background knowledge about many topics 
	example: This book is about zoos – that's where lots of animals live.</LI><LI>Extensive oral and print vocabularies 
	example: Look at my trucks – I have a tractor, and a fire engine, and a bulldozer.</LI><LI>Understandings about how the English language works 
	example: We say she went home, not she goed home.</LI><LI>Understandings about how print works 
	example: reading goes from left to right</LI><LI>Knowledge of various kinds of texts 
	example: I bet they live happily ever after.</LI><LI>Various purposes for reading 
	example: I want to know what ladybugs eat.</LI><LI>Strategies for constructing meaning from text, and for problem solving when meaning breaks down 
	example: This isn't making sense. Let me go back and reread it.</LI></UL><h2>To develop fluency, children need to:</h2><UL><LI>Develop a high level of accuracy in word recognition</LI><LI>Maintain a rate of reading brisk enough to facilitate comprehension</LI><LI>Use phrasing and expression so that oral reading sounds like speech</LI><LI>Transform deliberate strategies for word recognition and comprehension into automatic skills</LI></UL>But if reading isn't pleasurable or fulfilling, children won't choose to read, and they won't get the practice they need to become fluent readers.Therefore, reading also means developing and maintaining the motivation to read. Reading is an active process of constructing meaning. The key word here is active.<h2>To develop and maintain the motivation to read, children need to:</h2><UL><LI>Appreciate the pleasures of reading</LI><LI>View reading as a social act, to be shared with others</LI><LI>See reading as an opportunity to explore their interests</LI><LI>Read widely for a variety of purposes, from enjoyment to gathering information</LI><LI>Become comfortable with a variety of different written forms and genres</LI></UL>So…what is reading?<h2>Reading is the motivated and fluent coordination of word recognition and comprehension.</h2>Quite an achievement for a six year old!Leipzig, D. H. (January, 2001). What is reading? WETA.<h2>Reprints</h2><div>You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact info@readingrockets.org.</div>

Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.

personaldevelopment

Personal Development

Reading is making meaning from print. It requires that we:

<ul><li>Identify the words in print – a process called word recognition </li><li>Construct an understanding from them – a process called comprehension </li><li>Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency </li> </ul>

Sometimes you can make meaning from print without being able to identify all the words. Remember the last time you got a note in messy handwriting? You may have understood it, even though you couldn't decipher all the scribbles.

Sometimes you can identify words without being able to construct much meaning from them. Read the opening lines of Lewis Carroll's poem, "Jabberwocky," and you'll see what I mean.

'Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.

Finally, sometimes you can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process. For example, try reading the following sentence:

It          isn't          as         if          the          words      are        difficult                   to          identify          or understand,                   but          the          spaces                    make                   you          pause                   between     words,                    which                   means        your                    reading                   is                    less                    fluent.

Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important. How complex? Here goes?

To develop word recognition, children need to learn:

<ul><li>How to break apart and manipulate the sounds in words – this is phonemic awareness example: feet has three sounds: /f/, /e/, and /t/ </li><li>Certain letters are used to represent certain sounds – this is the alphabetic principle example: s and h make the /sh/ sound </li><li>How to apply their knowledge of letter-sound relationships to sound out words that are new to them – this is decoding example: ssssspppoooon – spoon! </li><li>How to analyze words and spelling patterns in order to become more efficient at reading words – this is word study example: Bookworm has two words I know: book and worm . </li><li>To expand the number of words they can identify automatically, called their sight vocabulary example: Oh, I know that word – the ! </li> </ul>

To develop comprehension, children need to develop:

<ul><li>Background knowledge about many topics example: This book is about zoos – that's where lots of animals live. </li><li>Extensive oral and print vocabularies example: Look at my trucks – I have a tractor, and a fire engine, and a bulldozer. </li><li>Understandings about how the English language works example: We say she went home, not she goed home. </li><li>Understandings about how print works example: reading goes from left to right </li><li>Knowledge of various kinds of texts example: I bet they live happily ever after. </li><li>Various purposes for reading example: I want to know what ladybugs eat. </li><li>Strategies for constructing meaning from text, and for problem solving when meaning breaks down example: This isn't making sense. Let me go back and reread it. </li> </ul>

<ul><li>Develop a high level of accuracy in word recognition </li><li>Maintain a rate of reading brisk enough to facilitate comprehension </li><li>Use phrasing and expression so that oral reading sounds like speech </li><li>Transform deliberate strategies for word recognition and comprehension into automatic skills </li> </ul>

But if reading isn't pleasurable or fulfilling, children won't choose to read, and they won't get the practice they need to become fluent readers.

Therefore, reading also means developing and maintaining the motivation to read . Reading is an active process of constructing meaning. The key word here is active.

To develop and maintain the motivation to read, children need to:

<ul><li>Appreciate the pleasures of reading </li><li>View reading as a social act, to be shared with others </li><li>See reading as an opportunity to explore their interests </li><li>Read widely for a variety of purposes , from enjoyment to gathering information </li><li>Become comfortable with a variety of different written forms and genres </li> </ul>

Reading is the motivated and fluent coordination of word recognition and comprehension.

Quite an achievement for a six year old!

Leipzig, D. H. (January, 2001). What is reading? WETA.

What Is Reading? | Reading Rockets

Have compresion of what you read.

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