1. Reading Process

2. Reading Process
Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated.

4. READING COMPREHENSION
Reading comprehension is the ability to read text, process it and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.

5. READING STRATEGIES

6. What are Reading Strategies?
Reading strategies are purposeful, cognitive actions that students take when they are reading to help them construct and maintain meaning.
Reading successfully goes well beyond fluency and word recognition and relies heavily upon comprehension of text. Since reading is a meaning-making task, any behaviors used to enhance student understanding help to create more effective readers.
Emphasize the importance of reading by modeling reading to your child and by sharing the contents of what you read. Students then equate reading with meaning.

7. Reading Strategy Tips:
Recognize your child’s reading interests and encourage their development through these interests (sports stories, non-fiction topics, humor, science fiction)
Talk with your child’s teacher about the strategies the school is using to make meaning from text. When possible, repeat those same strategies at home as you work with your child.
Help your child develop an understanding of text structure: titles, headings, sub-headings, as well as graphs, charts, and diagrams.
Encourage your child to re-read material to get a deeper understanding of its contents. This is particularly true for non- fiction material (textbook content) and material written above grade level.