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When I read, my mind wanders, so I struggle remembering what I just read. I feel a lot of people struggle with this, especially if it is something they do not enjoy reading. I have to teach myself, and my students, how to highlight, things they read to better understand the information they're reading.

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I feel the first strategy of using examples of other professions which require people to be aware of their thinking, would be most useful in my classroom. Most of the students who aren't proficient readers don't feel it is that important to them, but if they can see that these skills are useful in a career in which they are interested, they will take a greater interest in improving their reading skills.

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I have always had trouble with my mind wandering away from exactly what I am reading. This article has helped me to realize that if I am not using the interacting voice the distracting voice takes over and brings my mind away from the text. Knowing this will help me to explain to students how this works and make them more successful in their reading.

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When I read, my mind wanders, so I struggle remembering what I just read. I feel a lot of people struggle with this, especially if it is something they do not enjoy reading. With that being said, I will help my students recognize the six signals that indicate confusion. I can see it not only benefiting my students but me as well.

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It is important to think about what you read. Paying attention to your reading and being able to reflect on it as you read is a skill that will help you in many different situations. Being able to read helps you learn anything. You have to be willing to do the work to be successful.

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I absolutely love the concept of teaching students to be aware of the internal dialogue that occurs while they are reading.

As a college student, I had several lesson to learn before I could be successful. After learning that you can't party every night, you have to go to most of your classes, and that studying had to occur before the eve of the test, I had to learn to read for comprehension. I was fortunate to have a Psychology professor, who gave me a reading/ADHD task to perform. I had to set a timer to go off at five minute intervals for the forty-five minutes I spent in the library, and record in a journal my activities and thoughts at each interval. If I was on task and comprehending  what I was reading, I simply recorded a check mark. If not, I had to explain what I was doing and what I was thinking about. I kept a journal for 30 days, and as my time on task increased with consecutive checks, I could expand my timer setting to 10, 15 minutes etc.

Long story short, I improved my ability to concentrate/stay on task, and I improved my reading comprehension.

Everyone deserves to be given the gift of understanding that we are responsible for our own reading comprehension, and how to recognize when we are not comprehending, and what to do to get back on task.

I enjoyed teaching students to read for a purpose, and I enjoyed teaching them to pay attention to their reading dialogue.

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I tend to focus so hard on the words that i tend to lose the meaning of the passage. When that happens i have to reread a lot, and then i get tired an fall asleep. Sometimes I can read aloud and that helps some, but i can never get my imaganation going enough to really get into a big big book.

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Reflecting on the article, the 6 signals are strategies I will implement in my classroom. From personal experience, I have used the tactics of reading aloud and re-reading as I read to create a quick understanding of the text and meaning, supporting comprehension. Instead of re-reading a passage, I would read aloud once and that allowed me to understand what to apply next, therefore breaking down the barrier's of "getting stuck".

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When the camera is on inside my head and my eyes scan the words I can see the people, the place and the action. I can hear the written words in my head and understand the text better.

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I believe all of the teaching strategies discussed in this chapter would prove to be useful within any classroom. However, many of my students do not recognize the root of their confusion until the day of an exam. Therefore, helping students understand the six signals that indicate confusion would be the most beneficial for my students. With textbooks becoming more obsolete, this is a skill that has been lost by many of today's students.

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I have always loved to read, and have those conversations with characters while I read, but have found when I can relate reading to a real-life circumstance, I am more interested. I believe that this is the same for students across the board. When reading, if students can find a similarity in their lives, they will definitely be more interested and will likely remember/understand the text. I try to relate any and all of my instruction to real-life situations in the hope of my students using it in their lives.

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I have never really enjoyed reading long novels or text passages that were assigned in school. I find it easier to read material that I enjoy. Even though the text passages in the Firefighter Textbook is sometimes difficult to understand, it is easier for me to show the relevance of the material because it aligns with the hands-on learning. My students love to complete the fire skills, but often give me a weird look when I ask them to read a passage. After reading this article, I have a better understanding of how my students feel. Many of them make comments about their difficulty understanding the passage, losing interest in the material, or just closing the book and waiting on me to discuss the material with them in class. My awareness of these cues and suggestions will help me better relate to my students struggles.

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Lately I have noticed that my mind wonders when I am reading something- it is hard to stay focused. When I read about the focusing on the voices in my head it made perfect sense to me. For me, helping students become aware of these voices and learning to listen to them is key to improving their reading.

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Never have been a very good reader.My mind wants to wonder off on stuff I could be doing while I'm reading. I plan on listening more to my thinking so I can understand and retain what I have read.

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I have struggled with reading for years, I can be reading the words on the page but my mind is off solving the issues of the day. I will use the information I am reading and have a conversation to myself about the content and hopefully that will help me keep my mind focused and remember what I have read when I put the article down.

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Teaching suggestion # 2: Help students recognize the six signals that indicate confusion. Posting the six indicators in my classroom can help reemphasize the importance of students taking ownership of behavior recognition and creating a plan to repair meaning.

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Of the four suggestions provided at the end of this chapter, I believe that using the teaching suggestion #3 (give students opportunities to isolate their confusion) will help me to help my students. I like the suggestion to use pink and yellow highlighters as visual cues for understood concepts versus confused concepts.

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After reading the assigned chapters, I thought this relates to me in so many ways. I have struggled with reading comprehension my entire school years and even into adulthood at times. I found that watching videos, documentaries and movies concerning the information I was trying to understand worked so much better for me. However, there were not that many to help me during my school years like there is nowadays. I found several interesting and helpful tactics to use for myself and my students to help ease their frustrations with higher level or confusing text. The Six Point signals will be the most helpful followed by listening to the voices in my head. I will definitely be modeling this strategy with my students in the near future.

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As I read through the article, I found myself thinking about my many years of having problems with reading comprehension. I could read an article/book and when finished, I couldn't remember certain details. I found the six signals to be very helpful! In the future, I will try to realize when I am confused or if my mind is wandering by looking for the six signals when reading. I will also go over these signals with my students to help them identify if they are confused and not interacting with the text.

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After reflecting how this article affects the comprehension of the text I felt as if the article was about me. I have read for years all through school and my mind wander off as I am reading no matter the content. This article helped me realize how to fix that and how to pass that on to other readers like myself. So having a conversation in my head about the text will improve my comprehension of what I am reading.

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I can really relate to sections in the article. I suffer from adult onset ADD. Prior to finding the appropriate medication to assist m with this disorder, I suffered greatly with reading anything of length. I my mind tends to drift off very quickly as soon as something in the reading sparks any thought or memory. My "conversation voice" quickly becomes a distraction voice if I do not consciously keep it in check. I understand that some of my students could possible suffer from the same condition as well. In addition, some of the material in my program (legal documents) can be difficult to read and comprehend for someone not in the career. I therefore usually break up the reading and work to find more interesting ways of presenting the material that supports the material that is to be read. This can often be done with videos and such.

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I related to the  portion on how do I know I am stuck...I read and a movie is playing in my head with the added conversation of questions...so I understand #1 conversation with text... if I can not visualize or their are no emotions or questions  stimulated then I will not remember the content

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# 1 Conversation with text.
I do this!  I did not know it was a "thing".  Now I will not stop doing this in class.  Maybe it will help another student by seeing/hearing what I am doing.