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A constructive, interactive process, an "elaborate dance" that takes place between the reader and the text. The process is driven by and dependent on several things, including decoding ability, vocabulary knowledge, and the reader's prior knowledge and experience.
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The Reader: language skill; background knowledge; metacognition
The Text: organization; content; vocabulary
The Context: classroom; larger community; culture -
Proficient: generally read from front to back, though they may jump around looking for information they think might be in the text or look back for clarification. Read selectively, deciding what to read carefully, what to read quickly, what not to read, and what to reread. Struggling: Often plow right through a text, decoding words but not comprehending. Act as though reading the last word of a passage is the only goal.
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Retelling, questioning, and think aloud.
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A post-reading assessment procedure that provides information about a learner's basic understanding of a text and reveals what information was valued.
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Questioning is essential to all assessments, "Because questions serve as cues or prompts, readers can usually remember much more about a passage in response to questioning than they can reproduce in a free call."
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A powerful procedure for revealing the strategies and processes a reader employs while moving through a text.