Creating a Movie in your Mind

Good readers think while they read. Every so often they stop and check their understanding. They predict what might happen next. They question what they’re reading. After they finish, they think about what they read. Each of the habits of effective readers happens in a good reader’s mind while he or she is reading. When you apply these strategies listed below, you are more likely to really understand the text. When you read effectively, the text can come to life in your head. You create a movie in your mind!

1. Do a “sneak” Preview
Before I read I think:
• What do I already know about this?
• The pictures and headings tell me….
• The purpose of this type of text is to teach me….

2. On the set – Connect
As I read, I connect the reading to my ideas and experiences, and I think to myself:
• This reminds me of….
• It’s a lot like….

3. The Leading Role: Question
As I read, I monitor my understanding. I say to myself:
• This does/does not make sense because….
• I know all the words except….
• I could re-read this piece to find out….

4. Take One: Predict
As I read, I interact with the reading and think about what may come next. I say to myself:
• This is going to be about….
• I wonder if….
• My prediction is changing because….

5. Visual and Special Effects: Visualize
As I read, I form mental pictures in my mind. I say to myself:
• The characters look like ….
• The “movie” playing in my head shows….
• The places/settings appear real because….

6. The Director’s Cut: Clarify
As I read, I slow down and make sure I understand. I say to myself:
• I can remember….
• I can summarize….
• I can understand….

7. Be a Critic: Evaluate
As I read and after I finish, I form opinions about the subject or characters. I say to myself:
• I agree/disagree with…
• This has affected me because…
 Take 2!
When in doubt:
 Re-Read

Understand the Problems Related to Reading

Why do you think so many students can "identify words", but can not understand what they have read?

I think many students can not understand what they have read because they have not acquired the language proficiency needed to succeed in understanding the vocabulary. And also, most of our students are EELs (English language learners). EELs experience immense difficulties reading their textbooks because the language of academic subjects (such as social studies, science, math) requires a high degree of reading and writing ability that English language learners do not have.

How do you think we, as educators, can best solve this problem?

As educators we can solve this problem best by determining standards and objectives, choose the concept to teach, eliminate unnecessary information that will be too difficult for students of low English proficiency, choose key specific vocabulary to pre-teach and develop assessments to determine students English proficiency.

Writing definitions that are simple and brief can also help students improve their vocabulary skills. Use highly illustrated books. Using visuals are power tools for comprehension instruction because they offer concrete, memorable representation of abstract content. Creating interest in the subject by using pictures, real objects, maps, or personal experiences and repeat vocabulary words as often as you can so that students can remember them.