All of the programs reflect a model of reading as an active, meaningful,
constructive process. Before-reading activities are used to build or activate
relevant background knowledge, concepts, and vocabulary. Students are taught to
monitor their reading to ensure that what they are reading makes sense. They are
taught strategies for correcting word recognition errors that detract from
meaning, and they are given opportunities for reacting and responding to
selections they have read. The texts they are asked to read are read for
enjoyment and for information. Other activities are developed within a framework
of reading for meaning. Because reading for meaning is the constant point of
reference and because students in these programs need substantial help in
building word identification skills, the amount of time spent in discussing
selections and in teacher questioning about the selection is kept to a
minimum.
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