Characteristics of a good vs. immature reader

METACOGNITIVE BEHAVIORS OF GOOD AND POOR READERS

Students with good versus poor reading skills demonstrate distinct cognitive behaviors before, during, and after reading an assignment. The following chart from Cook (1989) summarizes these behaviors.


GOOD OR MATURE READERS


POOR OR IMMATURE READERS

BEFORE

READING
  • Activate prior knowledge

  • Understand task and set purpose

  • Choose appropriate strategies


  • Start reading without preparation

  • Read without knowing why

  • Read without considering how to approach the material

DURING

READING
  • Focus attention

  • Anticipate and predict

  • Use fix-up strategies when lack of understanding occurs

  • Use contextual analysis to understand new terms

  • Use text structure to assist comprehension

  • Organize and integrate new information

  • Self-monitor comprehension by ...

    • knowing comprehension is occurring

    • knowing what is being understood
  • Are easily distracted

  • Read to get done

  • Do not know what to do when lack of understanding occurs

  • Do not recognize important vocabulary

  • Do not see any organization

  • Add on, rather than integrate, new information

  • Do not realize they do not understand

AFTER

READING
  • Reflect on what was read

  • Feel success is a result of effort

  • Summarize major ideas

  • Seek additional information from outside sources


  • Stop reading and thinking

  • Feel success is a result of luck





 
Last Modified: Saturday, Sep. 17, 2011
 
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