Chapter #1: Knowledge and Beliefs about Reading

Represents a teacher's informed philosophy of reading and learning to read

1. Personal experiences2.

Practical experiences3. Professional study

Connections that exsist within and between texts

Teach children to become independent readers and learners

Rapidly changing nature of reading and writing

Knowledge acquired from an ongoing study of the practice of teaching

Helps develop expertise in the classroom, support teacher learning

Reflect prior knowledge, experiences, conceptual understandings, attitudes, values, skills, and procedures a reader brings to a reading situation

Knowledge about and regulation of some form of cognitive ability

1. Self-knowledge2. Task-knowledge3. Self-monitoring

Knowledge that students have about themselves as readers and learners

Knowledge of reading tasks and the strategies that are appropriate given a task at hand

Ability of students to monitor reading by keeping track of how well they are comprehending

Combines a psychological understanding of the reading process with an understanding of how language works

Relies on print itself in order to provide readers with a major source of information

Depends on the readers possessing knowledge about how language works

Stores the schemata that readers bring to a text in terms of background knowledge, experiences, conceptual understandings

Process of translating print to meaning begins with the print-Initiated by decoding graphic symbols into sounds

Process of translating print to meaning begins with the readers prior knowledge-Initiated by making predictions about the meaning of some unit of print

Process of translating print to meaning involves making use of both prior knowledge and print