Model Description Reading is like cooking. Cooking is the practice of preparing, or constructing, food. When we read, we are constructing meaning from text. In cooking, the enthusiasm for cooking, the ingredients and methods for preparation that we use, and the chef’s level of mastery of basic and advanced cooking skills, all play a role in the quality of the food that is prepared. Similarly, when we read, our motivation for reading, the strategies we use to understand the text, and our mastery of basic and advanced reading skills, directly impact our ability to comprehend. Great chefs and great readers alike must practice and perfect their skills, and their craft, through trial and error to achieve a five star result.
When it is time to …show more content…
If our refrigerator is full of options, we may be excited to try something new, or to pick out the ingredients for our favorite dish. However, if the refrigerator contents limit our choices, we will likely be less excited about our meal options, and may even opt out of cooking and order takeout instead. Similarly, if given the opportunity to choose a book to read that reflects our interests and allows us to explore those curiosities, we are excited about reading. However, if our choices are limited, or dictated, we are likely to be apathetic, and may even opt out of …show more content…
After completing the readings and participating in the discussions, I have a greater understanding of the many facets of reading. In my original “Thoughts on Reading” paper, I indicated that three critical components of the reading process where phonics, fluency, and comprehension. At the conclusion of this course, I have determined that all three of these components are related to cognitive processes. My current model of the reading process, on the other hand, focuses not just on the cognitive elements of reading, but adds components of motivational, sociocultural, and linguistic perspectives as well. I have come to understand that construction of meaning from text is the ultimate test for successful reading. For a reader to reach this goal of text comprehension, she must be motivated to read, engage in text within her Zone of Proximal development, employ efficient cognitive processes, access prior knowledge, and utilize a strong knowledge of
When it is time to …show more content…
If our refrigerator is full of options, we may be excited to try something new, or to pick out the ingredients for our favorite dish. However, if the refrigerator contents limit our choices, we will likely be less excited about our meal options, and may even opt out of cooking and order takeout instead. Similarly, if given the opportunity to choose a book to read that reflects our interests and allows us to explore those curiosities, we are excited about reading. However, if our choices are limited, or dictated, we are likely to be apathetic, and may even opt out of …show more content…
After completing the readings and participating in the discussions, I have a greater understanding of the many facets of reading. In my original “Thoughts on Reading” paper, I indicated that three critical components of the reading process where phonics, fluency, and comprehension. At the conclusion of this course, I have determined that all three of these components are related to cognitive processes. My current model of the reading process, on the other hand, focuses not just on the cognitive elements of reading, but adds components of motivational, sociocultural, and linguistic perspectives as well. I have come to understand that construction of meaning from text is the ultimate test for successful reading. For a reader to reach this goal of text comprehension, she must be motivated to read, engage in text within her Zone of Proximal development, employ efficient cognitive processes, access prior knowledge, and utilize a strong knowledge of