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High School — Reading
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

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    Reading Process

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      Overview: Talking with Teachers about Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

      As we navigate the world around us, we must frequently read and understand written language. We are constantly developing and applying strategies to understand texts that range from street signs to literary works.

      At the high school reading level, students should purposefully interact with texts. Beginning with their study of the reading process, students grasp that texts hold meaning and that the organization of a text contributes to its message. Throughout their academic careers, students encounter increasingly challenging texts in all subjects. They must continue to develop comprehension strategies.

      When we read, we pull various tools from our comprehension toolbox. We imagine what comes next--how Jane Eyre will react to being locked in the spooky red room, or what will be the result of a chemical reaction outlined in a science textbook. We compare and contrast literary characters. We recall details and summarize a novel, or explain the gist of a chapter. We infer and draw conclusions, extracting essential knowledge and making it our own. These strategies help us gain a complete understanding of what we read. As students read independently, they must rely on their own judgement to select texts and to take control of their reading process.

      In addition, independent, non-assigned reading is crucial to academic achievement. Of course, independent reading also leads to a lifelong appreciation of literature and its insights into the human condition.

      The Ohio Academic Content Standards establish the following expectations for student performance in the area of Reading Process:

      • Students develop concepts of the meaning and organization of printed text;
      • Students learn to monitor their own comprehension strategies by asking and answering questions about the text, self correcting errors, and assessing their own understanding;
      • Students demonstrate their understanding of text by analysis and evaluation.

      The content in this Teaching Tool is based on Ohio's Academic Content Standards and Benchmarks and includes types of questions asked on the Ohio Graduation Test. While various suggestions and activities for working with students are included, this Teaching Tool is designed to complement a rigorous, research-based curriculum, not to substitute for one.

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