Archived InformationState of the Art: Reading - November 1993
(Alvermann and Guthrie 1993, p. 135)
The context of literacy instruction and personal attributes in addition to cognitive development influence children's reading success in profound ways. Therefore, when planning instruction, teachers must make provisions in daily lessons for factors such as students' motivation to read. For example, choosing to read is an important ingredient of engaged reading. It has been found that allowing students to choose reading material of interest to them is a powerful motivator that fosters independent reading habits. Effective teachers make use of this knowledge on a regular basis in planning and executing instruction.
Engaged reading, wherein students construct their own knowledge, is a form of engaged learning. Engaged reading goes beyond a reader's interaction with text. It is a means by which one becomes a member of a community of readers and society at large. To be engaged readers, students must recognize the value of reading and their own potential as readers and learners. Teachers can help students develop this recognition by providing them with access to multiple sources of reading and resources for learning.
Engaged reading develops in literacy classrooms where self- and
mutual assessment are as routine as they are in everyday life.
These assessments which promote engaged reading take a variety of
forms, including: the constant, strategic monitoring of one's
progress while reading (i.e., metacognition); the comparing of
one's opinions and reactions to what one has read with those of
others; and the monitoring of other people's reactions to one's own
constructions of meaning. When such processes become regular
events during literacy instruction, assessment and literacy
learning become intertwined, such that learning is supported at the
same time that it is assessed.