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ERIC Number: ED247530
Record Type: RIE
Publication Date: 1984-Jul
Pages: 52
Abstractor: N/A
Reference Count: 0
On Becoming a Thoughtful Reader: Learning to Read like a Writer. Reading Education Report No. 50.
Pearson, P. David; Tierney, Robert J.
Addressing the question of how schools and teachers can foster an advanced level of reading awareness among secondary students, this paper focuses on the similarity in language used to describe recent research on both the composing process and comprehension as acts of constructing meaning. It presents a perspective on the reading/writing relationship, and argues that the thoughtful reader is one who reads as if composing a text for yet another reader who lives within. The paper states that every speech act is an action, and that every speaker and every listener is trying to get the other one in the discourse to behave in a certain way. It is noted that this perspective implies that knowing why a speaker said something is just as important as knowing what was said, and that this--in conjunction with readers monitoring their own comprehension--indicates that reading should be viewed as an act of composing. In this composing model of reading, the paper argues, there are key authorial roles a thoughtful reader must play: planner, composer, editor, and monitor. It also describes strategies teachers can use in the classroom to promote thoughtfulness to self (a role that encourages students to become better at drawing essential inferences from texts), thoughtfulness to an author, the suspending of judgment, and critical reading. (CRH)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Reading Writing Relationship