Jess' Reading Text

When I look back and think about what strategies I use when I read I find it important to think about the kind of text I am reading. The kind of text matters about how I go about reading beacause each type of text produces different ways of thinking in my mind. Specifically in all instances of reading I usually look through the book and see what each chapter contains or section. By doing this with informational texts and articles you are able to get an idea of where the text is heading toward. This is useful for me because as I read I already know the overall purpose I am suppose to get out of reading. By knowing the purpose I find it easier to locate key phrases and words that may be imporant for after reading. In regards to non-fiction texts I usually do not look through the chapters, because sometimes the chapter titles give away information, which is exactly opposite from fiction texts. However I think the most enjoying thing about reading non-fiction texts is that the internal thinking in my mind always concerns what might happen next, or I bet this happens, or I wonder if that is important to know for the future. In comparison to how I read fiction text my internal thinking usually revolves around what information I need to come back to or remember. Reading a non-fiction text is more like watching a movie you want to know what comes next or what might be important because your anxious to know what will be next. But in fiction text the internal thinking is usually for me only about how I can remember what I have already read.
The important information in both instances is usally apparent while reading. Its either in bold or talked about in detail. I find it easy to pick point important information from a chapter but sometimes i have to read it a few times in order to remember it or get a firm grasp on the idea.

When I begin reading passages from a book or story I first look at any pictures that are on the page. For a couple of reasons one to give me an idea of what this section might be about or two because I like pictures . If there are no pictures on the page I start reading the section. I then read one paragraph of information at a time if the story is not in paragraphs then I stop at a section where I think the information is telling me new ideas. After I have read the one paragraph I go back and think about what the paragraph was about. Is there anything in particular that is important to me? Do I understand everything in this section? If I don’t I go back and make sure I read over everything again that has to do with this topic to see if I missed something. Then I continue to read on doing the same thing every time. After each chapter or when I am done reading I think to myself what was the main purpose of this section. Do I have any questions? If so, what are they? Then I try and go back and see if I missed something on the information that I don’t understand. If I can’t find anything then I will write it down so I can find out the answer to it. I have a lot of internal conversation with myself when I read, not only to help me understand what I am reading but also to help me stay focused on the task at hand. Usually the text that is important for the students to know is what the main ideas where in the section that they read. That’s why I try and find the importance of each paragraph so I can come to a better conclusion of what information is the most important to me as a reader.

Importance of Reading (Leanne)

As a Junior in college, I've had plenty of exposure to reading educational texts. At this point, I know that there is not much of a chance of taking a college course without these texts. However, I have also grown to see the importance and relevance of many of these readings. Since most of my classes are specific to teaching, I really consider the information in the texts to be practical and beneficial. I've learned to view these texts as a tool for my teaching.
Although I do not have a classroom of my own, I still consider previous teaching experiences as well as any I am currently in when I read. Right now, I tutor at the Boys and Girls Club and consistently see students with academic difficulties. When I encounter these challenges, I usually rely on readings or discussions from classes to help these students. I've had the chance to implement strategies and suggestions from readings and many times have found them to be very helpful.
When I read, I usually try to imagine myself implementing the information from the text. Many times, these readings are over workshops, lessons, or strategies in the classroom. As I read, I try to imagine experiencing these as a student as well as in a teacher role. I have also had some exposure to working with students in special education, so when reading about certain disabilities, I imagine specific students to which the text applies. Many times, I can imagine certain characteristics being played out, which makes the information seem more relevant and true. When I can make the connection with my own experience, the text becomes more useful and practical to my life.
There is so much information in a text, especially one that is academic. I tend to focus on a specific aspect that seems most important. Usually I decide what is important based on what we are discussing in the class at the time, what is going on with my life, or what I want to focus on teaching in the future. For instance, if the class discussion will be about multiplication, I will most likely focus on how to implement this with upper grade levels. This is because I am teaching beginning multiplication at the 3rd grade level and I also would like to teach in the upper elementary level after college. However, if there is a reading on spelling or handwriting, I might pay particular attention to how to incorporate and encourage this in younger grades. This is because I have a lot of students that I tutor who need help in this area. I might focus on strategies that I can implement outside of the classroom. Overall, I try to imagine what is most practical at the time as well as what will be the biggest "take-away" point from the text in the future.

Amy Stone's Importance in Reading

I have never been very good at reading comprehension and my skills have some what progressed over the years but nothing major has occurred. Once I changed my major to education my sophomore year, I began to realize different strategies that can be used to make sure that I comprehend the text to the full extent. When entering college, it was no longer the same as high school when I could read something and finish without knowing what any of the words meant. I began to utilize the strategies that were present in my courses and I find that these strategies can be used at any age.

When I am reading, I tend to be an active highlighter. For me highlighting allows me to comprehend that I have read the text and helps me to focus in on the words and concept. I tend to highlight main concepts and ideas but I also focus on definitions throughout the text therefore I can comprehend the ideas better. From the courses that I am taking now on literacy, I now realize that as I am reading, I want to make a picture and a connection to the text in my mind. In the margins of different readings, I normally write any questions that have risen as I am reading or connections that the text has to my everyday life. Like most people, I have an internal dialogue while I am reading. I read the text and replay the words in my mind but I also make connections and ask questions in my mind while I am reading. Sometimes I do not need to write any questions down because as I read more of the text my questions are answered.

Sometimes as I am reading, it is difficult to understand what is important in the text but I normally focus on titles, key words, and main concepts. By browsing the text first, I am able to gain a sense of what is to be included within the reading. When I know what is in store before I read, my mind is more focused throughout the reading and I am able to make better connections. As I continue through my years in college and begin to have my own classroom of students, I would like to master more strategies so that I can teach those strategies and use them within my own readings. By finding new ways to comprehend texts and create a better internal dialogue, I will be able to teach my students better and use these strategies on my own.

Alyson Cotter Reading Importance

Picking out main points or important information can be difficult, because the reader does not know exactly what particular point the author is trying to get across. Different people typically perceive texts in a variety of ways. This is why, when reading texts for a class I tend to pick out important information by looking at different fonts and headers. Definitions and bolded words or phrases seem to be main points in texts so I am more apt to make note of them. Making connections to my previous knowledge is another way to pick out information from a reading. If we have discussed a topic in class and it appears in the text it is probably important. Highlighting the material and sometimes making notes off to the side is the strategy that I am comfortable with and that enables me to remember my thinking in class discussions. It seems that there are many occasions where my idea of what was important changes while talking to professors and classmates.
While looking at texts, I hear myself reading the words in my head. I have an internal conversation with myself. Many times stopping and rereading helps me to understand a particular topic or point. Asking questions while reading about whether or not the particular section of the reading makes sense is something that goes on in my head. This internal conversation also helps me keep focused on what I am reading. I know that if my voice is not heard in my head, then my mind has wondered off topic and I need to get back on task. Since much of the reading assigned is related to teaching in the classroom, I also stop to think about how it applies in classes I have seen. Trying to visualize the situation in a classroom is very helpful to me as a future teacher.