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Children's Literature in the Reading Program —
Abstract of
Chapter 10
Responding and Comprehending: Reading With Delight and Understanding
Lauren Aimonette Liang
Lee Galda
This chapter offers some examples of activities that combine the goals of both strategic reading and responsive aesthetic reading. The lessons suggested are intended to encourage students' aesthetic response to fiction and poetry through the processes of anticipation/retrospection and picturing, and their use of two similar comprehension strategies: predicting and visualizing, both of which are widely taught and effective. These activities are designed for students who have already been taught about the purpose of the comprehension strategy and how to use it through both teacher modeling and guided practice. The classroom activities that are described in this chapter explicitly instruct students to interact more deeply with text in a collaborative setting so that students will not only comprehend text but also learn and desire to think metacognitively.
Liang, L., & Galda, L. (2009).
Responding and Comprehending: Reading With Delight and Understanding.
In D.A. Wooten, & B.E. Cullinan (Eds.), Children's Literature in the Reading Program (pp. 99-109). Newark, DE: International Reading Association.
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