Chapter 2: How Smart Readers Think

While reading through the given text, an individual may access their prior knowledge and build onto it about reading in other subject areas besides reading and language arts. I not only learned from the chapter I read, but I was also able to intertwine the content from the text to my own personal experience throughout my years in school. One of my biggest issues during grade school was reading comprehension. I would read through a whole chapter in a book and struggle to remember what I had just read. I learned that I had to reread certain texts to understand it to my best ability. Rereading is one of the many strategies this chapter mentioned to help students comprehend text. One of the best ideas the author brought to my attention was the idea of presenting schemas to the class to open their minds about the topic they were to read on. This makes me question whether or not I would have succeeded more in school if I had an initial schema to relate to while reading a text.
                           I presume reading a science textbook would come at more of an ease for me with the prior knowledge already being set up in the mind. However, what could one say in a math course, when learning about algebra, that could help students out? I believe I would have to use one of the many strategies given in the text. Some of the strategies that could be helpful in a math class could be to visualize what is written in the problem or connect the problem to an event in your life. As difficult as it may seem to “teach” reading in a non-reading subject, it is the most beneficial to a student’s success in the classroom.

                                                 

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