Qualities of a Good Reader
When looking at reading comprehension, it is important for teachers to be aware of the following qualities of a good reader.
a) Goal OrientatedSkilled readers read with purpose; they know their reasons for reading and adapt their reading style to suit (Duke & Pearson, 2002; Konza, 2011).
For example, when using a dictionary, good readers utilise their “alphabetic and scanning skills”, however, when writing a critical essay their approach to reading changes to extracting and synthesising pertinent information or ideas (Konza, 2011, p.1). Moreover, goal orientated readers continue to evaluate the text to ensure it is meeting their objectives (Duke & Pearson, 2002). b) Understand Text's PurposeReaders who understand the purpose of the text consider the author/s approach and beliefs and the historical context (Konza, 2011; Duke & Pearson, 2002).
Good readers understand writer’s intentions, whether it is to captivate and entertain, provide factual information or push a particular agenda to persuade their audience (Konza, 2011). c) Monitor Their UnderstandingBy recognising they are reading for a purpose, skilled readers monitor their understanding to identify areas where meaning is lost (Konza, 2011). They also "construct, revise and question" their understanding based on prior knowledge and experiences (Duke & Pearson, 2002, p. 205).
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d) Read Different Texts DifferentlyGood readers have the ability to change their reading style according to the text type (Duke & Pearson, 2002).
For example, they focus on the characters and surroundings in narrative texts and follow written instructions in a sequential manner in procedural texts (Duke & Pearson, 2002). e) Adjusts Reading StrategiesWhilst monitoring their understanding, good readers employ many adjustment strategies (Konza, 2011).
For example, when encountering difficult sentences some readers may reduce the speed at which they read or reread certain parts if meaning is lost (Konza, 2011). f) Actively EngagedSkilled readers are actively engaged when reading, contrary to the passive approach taken by those less skilled (Konza, 2011; Duke & Pearson, 2002). Interacting with the text creates mutual understanding between the reader and writer (Konza, 2011).
Also, a good reader’s active engagement with text occurs not just during the act of reading, but also during breaks from reading and afterwards, when the reader can continue to ponder the text or discuss it with others (Duke & Pearson, 2002). |