RELATIONSHIPS AMONG LEARNER CHARACTERISTICS AND ADOLESCENTS’ PERCEPTIONS ABOUT READING STRATEGY USE

In investing the relationship between essential components of instruction in constructing students into good readers, Susan C Cantrell and Janis C. Carter found, the critical elements of reading success were comprehension instruction that provide students explicit comprehension strategies. Good readers do more than just read a text. They actively engage with the reading, including comprehending its purpose, developing questions about it, as well as the ability to discuss and analyze the text. Much like the articles Reading Instruction for Students with Learning Disabilities and Developing Academic Literacy in Adolescent English Language, the research of Cantrell and Carter emphasizes students’ characteristics as key in developing connections to literary texts and assignments. Considering students’ ages, cultures, and interests and incorporating relevant associations is a motivator for learners. All these factors play a part in student learning and achievement. Once students are taught reading strategies, readers monitor their comprehension. Following instruction and practice, proficient readers learn to manipulate and utilize comprehension techniques upon reading difficulty. As a result, students develop their problem-solving skills. In order to establish good readers there needs to be a process of direct instruction and a wide variety of opportunities to practice using different genres and styles of literature.

RELATIONSHIPS AMONG LEARNER CHARACTERISTICS AND ADOLESCENTS’ PERCEPTIONS ABOUT READING STRATEGY USE
SUSAN CHAMBERS CANTRELL and JANIS C. CARTER

Reading Psychology, 30:195–224, 2009 Copyright C _ Taylor & Francis Group, LLC ISSN: 0270-2711 print / 1521-0685 online DOI: 10.1080/02702710802275397
http://www.tandfonline.com/doi/abs/10.1080/02702710802275397