Mindful Reading: Strategy Training That Facilitates Transfer.

Abstract

thoughtful reading, learners are active, generative, engaged, strategic thinkers (Langer, 1993). They plan what they will learn and the strategies they will use, and they control and self-regulate their learning. As readers, they use strategies to organize, elaborate on, and evaluate text (Paris, Wasik, & Turner, 1996). They integrate what they learn in school texts with their personal experiences to actively construct their own meanings and ideas and to use them in flexible ways. We can teach students to deliberately use strategies to read and understand text and to do so across a wide variety of texts and disciplines. However, teaching mindful reading can't be the sole responsibility of the resource room or reading teacher. Promoting active, mindful reading and teaching students to use strategies is every teacher's responsibility. Why? We know that isolated, generic strategy training courses just don't work over the long run. Students are taught too many strategies in too little time, with little opportunity for practice and transfer. Further, research indicates that all students benefit from strategy instruction elementary and secondary, low achieving and high achieving, learning disabled and nondisabled so strategy training shouldn't be the exclusive domain of the gifted and talented or of the low achievers.

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