Reading : Head of the Class : READING TIPS AND NOTES / EXPERT ADVICE

Editor’s note: This is the first of two columns focusing on ways to improve reading comprehension for young readers.

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That most people learn to read with relative ease is amazing when we consider the complexity of the process.

Readers must decode an author’s words, connect them to personal experiences and construct relevant meanings from them.

Reading researchers have identified a number of strategies that effective readers use to aid “meaning-making” or comprehension.

Three of these strategies are predicting, questioning and monitoring. Readers use these strategies frequently when reading all kinds of text. Researchers also have learned that these strategies can be effectively taught to developing readers. Predicting while reading is similar to the kind of thinking we engage in when we wonder what will happen in a film or anticipate events at a family reunion. As we read, we guess what will happen or where the author will take us, and then continue reading to determine whether our predictions are confirmed.

In fiction, our predictions often lead to inferences about characters’ motivations and plot outcomes. In nonfiction, predictions lead to generalizations and conclusions about a particular topic. Throughout, questions generated by the predictions guide the reader.

For example, if I’m reading a novel about a character’s difficulty with making a decision, I may predict what he’ll do based upon his personality, prior events in the book, my past experiences and other books I’ve read with similar plots.

While making these predictions, I’ll be asking myself questions such as, “Why is this such a difficult decision? What if he makes the wrong one? What would I do?” You can see that predicting and self-questioning are closely related.

The thoughtful use of these strategies while reading is an indicator of monitoring--the process of knowing when comprehension is occurring, and what to do when it is not.

Effective readers have learned to examine words carefully, reread for clarification, and to know when something makes sense. Many beginning and struggling readers have not developed these strategies, but researchers have found that it is never too late to learn. So, what can parents and teachers do to teach and reinforce predicting, questioning and monitoring? While reading together, emphasize comprehension by asking questions such as, “What do you think will happen next? Why do you think so? Does that word make sense here? Let’s go back and reread to see if it does. Do you understand this part? If not, what can you do to help yourself?”

Also, model how effective readers and thinkers pose questions while reading: “One thing I’m wondering is why. One question I have is . . . “

Sharing your predictions, questions and monitoring methods are effective ways to help developing readers. Most important, remember that students learn to comprehend best by reading often. The more they practice, the more they’ll understand.

BOOK EVENTS

* Tuesday in West Covina: Preschool story time, with readings from back-to-school books, 11 a.m. at Barnes & Noble, 960 Lakes Drive. (626) 854-1833.

* Saturday in Los Angeles: Grandparent appreciation, with readings of stories about grandparents, 2 p.m. at the Central Library, 630 W. 5th St. (213) 288-7000.

* Saturday in Montrose: Harry Potter Day, including craft activities, 11 a.m. to 1 p.m., Once Upon a Time bookstore, 2284 Honolulu Ave. (818) 248-9668.

* Daily in Sherman Oaks: Grandparents and Books program, story time for ages 3-5, 3:30 to 5 p.m. at Sherman Oaks Public Library, 14245 Moorpark Road. (818) 981-7850.