Reading is a transactive process in which a reader negotiates meaning in order to comprehend, or create an interpretation.
Aesthetic and Efferent Reading.
When reading for enjoyment or to be entertained, readers assume an aesthetic stance and focus on the live-through experience of reading. Readers just enjoy the lecture.
When reading to carry away information, readers assume an efferent stance. Readers focus on information. .
During both aesthetic and efferent reading, readers move through the five stages of the reading process: prereading, reading, responding, exploring, and applying.
Stage 1: Prereading.
The reading process begins before readers open a book to read. The fist stage is prereading. As readers prepare to read, they:.
- Choose books.
- Activate background knowledge.
- Set purposes.
- Plan for reading.
Choosing Books : Choosing an appropriate book is not easy. Students need to know about themselves as readers. Ohlhausen and Jepsen developed a strategy for choosing books called the "Goldilocks strategy". Too easy, too hard, and just right, using "The Three Bears" folktale as their model.
Too easy : were books they had read before or could read fluently.
Too hard : Books were unfamiliar and confusing.
Just right : were interesting and has just a few unfamiliar words.
Books in each category vary according to the students" reading levels. This approach was developed with a second-grade class, but the categorization scheme can work at any grade level. See pag. 93. Figure 3-1.
Activating Background knowledge : Readers activate their background knowledge or schemata about the book (or other selection) before beginning to read. The topic of the book, the title, the author, the genre, the cover illustration, a comment someone makes about the book, or something else may trigger this activation, also, personal experiences and literary experience. .
Planning for Reading : Students often preview the reading selection as they prepared to read.