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The teacher can use the learners expectations as a way of making their content and teaching method relevant to the literary piece and the learner expectations

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Pre reading: The learners will look up who is the author of the story and his background. 

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Pre reading: The learners will look up who is the author of the story and his background. 

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While reading: The learners will look for the setting of the different parts of the story.
Post Reading: Learners will pick their favorites character in the story and they are going to present the characters in front of the class.

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This is will ensure that teachers plan their literature in a way that caters for the learners.

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This is will ensure that teachers plan their literature in a way that caters for the learners.

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Pre-reading: the teacher will prepare a word search that include characters and important vocabularies in the reading.

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Pre-reading: the teacher will prepare a word search that include characters and important vocabularies in the reading.

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Reading: the learners will answer a worksheet with questions that relate to the reading.

Post-reading: learners will have a discussion to predict the different conclusion of the story they were reading.

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Pre-activity
There will be pictures of the different characters on the board and there will also be phrases from the book that is common or the learners may know.  the learners will have to use those as clues to guess the name or the genre of the book

Reading activity
The learners can choose a theme from the book or a certain part of the book that they enjoyed and they can create a role-play

Post-activity
A worksheet with activities that can enhance the learner’s understanding will be given to the learners and they will have to fill it in

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Pre reading- answer Question about the cover page of the book Eg title,author ect.

While reading- write summary of your understanding about the book.

Post reading-  present a dialog of your own perspective by using the characters of the book.

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Pre- the teacher ask learner questions about the book to make them guess what the book is about.

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Pre- the teacher ask learner questions about the book to make them guess what the book is about.

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Post- ask learners questions that would make them think further and what is suitable and that would will cortical thinking and give learners a summary and draw conclusions.

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It allows the reader to engage with the text and they’re able to display strong language skills. It stimulates creativity and allows the reader to develop connections with the text

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It would show learners that they are taken into consideration and what they read will be understood in what the teacher selects. 

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It would show learners that they are taken into consideration and what they read will be understood in what the teacher selects. 

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Pre activity - learners could guess the book before reading by doing a puzzle in groups and trying to guess the title

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Pre activity - learners could guess the book before reading by doing a puzzle in groups and trying to guess the title

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Post activity - learners could make their own ending of the story according to how they wanted it to end

Reading activity - learners can pick their favorite character and do a mind map of that character

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Include all learners when reading and also to get learners involved by having conversations with other learners about there thinking of the text.

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The reader will relate to the book. The reader will find a better way in how to explain how they feel and demonstrate a good understanding of the book.

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Writing vocabulary based on what they see from the cover image, this will predict what the story is going to be about.

Whilst-reading
Have learners role-play.
Make learners talk in rhyme patterns
Play activities based on the book.

Post-reading
Have a book themed lesson. Ensure learners dress up as their favourite character
Act out the book that they have read
Write their own book based on the different schemata that they can think of, which includes the schema of the story

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Looking at the story book picture and answer a few questions

While reading
Read the book on your own and have a discussion of the moral of the book

Post reading
Do a book review in groups of 4 to 5

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So the teacher can understand what type of text is good for learners and to avoid baise

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So the teacher can understand what type of text is good for learners and to avoid baise

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Considering learners expectations and creating expectations to suit all learners involves inclusitivity that positively assists with reading 

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Considering learners expectations and creating expectations to suit all learners involves inclusitivity that positively assists with reading 

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Learners will then be active when it comes to ready, they will want more

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Pre reading- have a discussion about the cover of the book.
While reading - answer question while reading book.
Post reading- create a conclusion on what you think will happen after the ending.. or how they would change the ending

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The reader is able to feel a deeper and personal connection with the story. They are also able to exercise their emotions and engage better.

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When the reader enjoys reading the text, the listener get hooked and understand with conscious effort.

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Asking learners questions about the book by looking at the cover, looking for meaning in the title, predict what the story will be about based on the picture used on the cover.

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Asking learners questions about the book by looking at the cover, looking for meaning in the title, predict what the story will be about based on the picture used on the cover.

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Role play for learners ...

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Pre-reading.. questions(ask the learners what they think the story is about etc)

Reading- ey 🤔

Post reading.. role play/ write an paragraph about how they think the story was supposed to end

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The reader is able to demonstrate how they feel about the story or text. They are able to show which parts of the text make them feel a certain way and that will help one see if a reader understands the story or text.

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The reader is able to demonstrate how they feel about the story or text. They are able to show which parts of the text make them feel a certain way and that will help one see if a reader understands the story or text.

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Enjoyment to reading will have a positive attitude towards engaging with the text.

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The enjoyment of and the reader interest, and what emotions the read gives the reader. The different types of literature and how it makes the reader feel.

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The reader can relate what they hear in reading with their real life situation

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The reader can relate what they hear in reading with their real life situation

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Emotion creates a connection between you and your readers. When readers understand your perspective, they can engage with your message, which makes them more likely to take action.

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Emotion creates a connection between you and your readers. When readers understand your perspective, they can engage with your message, which makes them more likely to take action.

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Creates a sense of shared experience, it can create a connection between the reader and the subject matter, making the argument more compelling

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Pre-Reading: Students can look at the title of the story and predict what they think the story will be about.
Reading Activity: This can include learners going back as they are reading and correcting their predictions to what the story is actually saying. This will show critical thinking and agency.
Post Reading: Ask learners to alter the ending of the story and create their own narrative of the ending.

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If tha learner has high expectations of the text they will actively want to read the story with understand to make sure that the story reaches their expectations that are high 

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If tha learner has high expectations of the text they will actively want to read the story with understand to make sure that the story reaches their expectations that are high 

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Pre-reading: look at the cover of the book and make assumptions about the storyline
Reading: Visualise the content by allowing learners to dress up as certain characters or use funny voices when reading aloud.
Post-reading: create a class timeline to show progress and chronological order of events from the story.

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Learners are able to compare responses with other learners. This helps them see things from different view points and draw different conclusions. 

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Learners are able to compare responses with other learners. This helps them see things from different view points and draw different conclusions. 

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Helps keep learners engaged and will create a fun environment

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Pre reading - crossword with important vocabulary

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Pre reading - crossword with important vocabulary

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During - summarize a paragraph from the story.

Post reading - a mind map including all important details from the story.

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Pre- reading
Look at the cover of the book and ask questions and ask the learners to assume what's the story about, how it's gonna end....

Post-reading
Book review

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If the reader understand what they are reading the develop enjoyment

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If the reader understand what they are reading the develop enjoyment

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Lessons can integrate debates, roles plays, drama, or any sort of competition if preparation is given

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Pre-reading
1. Analysing the cover
2. Giing through the characters, then doing a quiz using images

While reading:
Learners take turns to read.
Role play used.
The teacher stops at certain parts to ensure learners are on track and have not formed misunderstandings on the story.

Post reading:

Discuss their favourite characters
Write a summary of the story in the perspective of their favourite character

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So that the teacher knows where to concentrate on so that they can assist the learners in understanding the text properly

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Taking learners expectations into consideration will help them understand and cater to leaner needs 

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Taking learners expectations into consideration will help them understand and cater to leaner needs 

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In order to have a successful lesson, learners need to be equally as involved as the teacher therefore it is important that their expectations of the lesson is met in order to get them to interact better 

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In order to have a successful lesson, learners need to be equally as involved as the teacher therefore it is important that their expectations of the lesson is met in order to get them to interact better 

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What happens is that, they will have a connection to the book and the book will have an emotional value to them, and they will enjoy reading because of that one book they loved 

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What happens is that, they will have a connection to the book and the book will have an emotional value to them, and they will enjoy reading because of that one book they loved 

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If a learner has low expectations of what is required of them, they may feel overwhelmed with the teachers approach to reading, and if their expectations are much higher than the lesson’s requirements they might feel unchallenged and become bored.

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Showing Emotion Creates a Sense of Shared Experience. When readers recognize the character's emotional state as one they've experienced in the past, it creates a sense of shared experience.

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To make sure they are engaged. They understand what the teacher is trying to convey. 

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To make sure they are engaged. They understand what the teacher is trying to convey. 

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The reader will enjoy the stroy and find it interesting to read. When emotions are visible the read will be more invested in finishing the story book. The book will be fun to read 

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The reader will enjoy the stroy and find it interesting to read. When emotions are visible the read will be more invested in finishing the story book. The book will be fun to read 

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Enjoyment I'm reading introduces a different perspective that enhanced the entire experience 

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Enjoyment I'm reading introduces a different perspective that enhanced the entire experience 

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focusing on the reader where the reader's existence is highly considered. The meaning of a text is no longer just the text that creates it but as a result of the interaction between the text and its readers.

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focusing on the reader where the reader's existence is highly considered. The meaning of a text is no longer just the text that creates it but as a result of the interaction between the text and its readers.

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If the reader understands and enjoys the text it impacts learner engagement

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The reader starts to care about the characters that are involved in the story. The reader wants to know what happens and how it happens

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The reader starts to care about the characters that are involved in the story. The reader wants to know what happens and how it happens

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Learners are able to relate to the text and gain experience from the situations presented in the text. Learners can view emotional responses and better understand how to feel in those situations.

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Learners are able to relate to the text and gain experience from the situations presented in the text. Learners can view emotional responses and better understand how to feel in those situations.

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The learners will want to engage with the text, they would want to ask questions and they will interact during the lesson better 

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The learners will want to engage with the text, they would want to ask questions and they will interact during the lesson better 

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Gives the reader a beter perspective and understanding about the text.

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Pleasure in reading builds reading comprehension, increases background knowledge, increase vocabulary skills

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They need to be considered as literature needs to be inclusive to learners different learning styles. Texts should be considered and cater to learners in the classroom from different backgrounds.

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It shows if the reader is enjoying the text or not and if they can actually relate to the text or not.

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It shows if the reader is enjoying the text or not and if they can actually relate to the text or not.

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It determines their interest in reading and engaging 

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It determines their interest in reading and engaging 

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They become more emotionally invested. They understand what the characters go through, the emotions, the pain, heartache, joy, struggles, happiness or sorrows. See different perspectives of solving problems 

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They become more emotionally invested. They understand what the characters go through, the emotions, the pain, heartache, joy, struggles, happiness or sorrows. See different perspectives of solving problems 

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The reader Center we approach is when the reader takes control of the reading. Emotions and responses reflect to the reader.

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pleasure reading builds reading comprehension, increases background knowledge which is useful in all content areas, increases student vocabulary skills, and has been shown to increase our understanding of human behavior and help us to empathize with others

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They will be able to feel , and also take another person's perspective, they will connect emotionally to feel what another person would feel if they were in their shoes 

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They will be able to feel , and also take another person's perspective, they will connect emotionally to feel what another person would feel if they were in their shoes 

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The students become more engrossed and engaged in the text and this stimulates their understanding

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The students become more engrossed and engaged in the text and this stimulates their understanding

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The reader can read thier own and interested in reading

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The reader can read thier own and interested in reading

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The learners show the emotions of the learner as the learner is invested in reading the content 

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The learners show the emotions of the learner as the learner is invested in reading the content 

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The more emotionally invested a learner is with a book, the more likely they are to engage, ask questions and evaluate the text.

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They are able to think of different ways the story could have gone or they are pushed to finish the story

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They are able to think of different ways the story could have gone or they are pushed to finish the story

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a reader-centered approach focuses on the reader where the reader's existence is highly considered.

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Reader enjoyment is important as it makes the text meaningful for the learner. It allows for learners to interact with the text enthusiastically. 

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Reader enjoyment is important as it makes the text meaningful for the learner. It allows for learners to interact with the text enthusiastically. 

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It gives them a better understanding. Makes them feel comfortable with the text and they can develop their own responses

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It gives them a better understanding. Makes them feel comfortable with the text and they can develop their own responses

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It allows learners to share their experiences with no judgement as they see it as a safe place . It allows learners to interact with the text on a more personal level 

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It allows learners to share their experiences with no judgement as they see it as a safe place . It allows learners to interact with the text on a more personal level 

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Emotion Creates a Sense of Shared Experience. When readers recognize the character's emotional state as one they've experienced in the past, it creates a sense of shared experience with others.

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The enjoyment is very important because if the reader doesn't like the text they reading they won't be motivated to continue reading or understand the content 

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The enjoyment is very important because if the reader doesn't like the text they reading they won't be motivated to continue reading or understand the content 

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Enjoyment allows for the learners imagination to become creative and stimulates their knowledge and enhances their concept of understanding the text

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Enjoyment allows for the learners imagination to become creative and stimulates their knowledge and enhances their concept of understanding the text

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Allows learners to get lost in the text. Feel emotions and express it through the text. Engage and develop a liking to read. Let's learners feel like they are inside the story, connect with the characters

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Allows learners to get lost in the text. Feel emotions and express it through the text. Engage and develop a liking to read. Let's learners feel like they are inside the story, connect with the characters

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If the reading material isn’t relevant or exciting to the learner, the reader-centred approach will be futile as their engagement with the text and semantic value will be limited.

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Reader approach is where the main focus is on the reader. Where the student or teacher reads a loud in the classroom 

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Reader approach is where the main focus is on the reader. Where the student or teacher reads a loud in the classroom 

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I think is a method where the reader is the centre of attention and their existence is given careful consideration. The interaction between a text or story and its readers now determines a text's meaning rather than merely the text itself. It is an encouraging way of reading

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It is focusing on the reader whereby the reader's existence is highly considered

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A ‘reader-centred’ approach makes use of the readers ability to interpret, engage with and understand the text.

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They need to enjoy that they read so that they will be able to understand what they reading, and also deal with the information that they have read 😕

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They need to enjoy that they read so that they will be able to understand what they reading, and also deal with the information that they have read 😕

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Enjoyment is important as it allows for students to engage with literature whilst placing them into the pages of the book.

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Enjoyment is important whilst reading as learners will have a better grasp of the book. By enjoying the story they'll be interested in most of the aspects in the story 

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Enjoyment is important whilst reading as learners will have a better grasp of the book. By enjoying the story they'll be interested in most of the aspects in the story 

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This allows learners to form a relationship between the text and their prior knowledge and experiences which assists in understanding and learning 

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This allows learners to form a relationship between the text and their prior knowledge and experiences which assists in understanding and learning 

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An approach that focuse  on the reader where the reader's existence is highly considered.

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The reader is focused and interested in reading and can be able to read on their own.

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The reader is focused and interested in reading and can be able to read on their own.

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Places readers viewpoint is put highly into existence.

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Places readers viewpoint is put highly into existence.

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pleasure reading builds reading comprehension, increases background knowledge (which is useful in all content areas), increases student vocabulary skills, and has been shown to increase our understanding of human behavior and help us to empathize with others (

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Reader centered means it is reading that involves the Reader as the teacher is a facilitator where the guide the learner to reading the context in a way that they are comfortable in.

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Reader centered means it is reading that involves the Reader as the teacher is a facilitator where the guide the learner to reading the context in a way that they are comfortable in.

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If they don't enjoy, they lose interest and don't engage nor remember 

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If they don't enjoy, they lose interest and don't engage nor remember 

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The reading of literary texts uses a reader-centered approach focusing on the reader where the reader's existence is highly considered. The meaning of a text is no longer just the text that creates it but as a result of the interaction between the text and its readers.

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The reading of literary texts uses a reader-centered approach focusing on the reader where the reader's existence is highly considered. The meaning of a text is no longer just the text that creates it but as a result of the interaction between the text and its readers.

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The reader centered approach is basically making the sure that the person whom is reading understands and gets the content of the text that they are reading 📖 

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The reader centered approach is basically making the sure that the person whom is reading understands and gets the content of the text that they are reading 📖 

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It means the reader is given importance. The readers existence is highly regarded in this process.

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It means the reader is given importance. The readers existence is highly regarded in this process.

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This approach are based on the reading process to get learners involved.

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puts the reader and their responses and interests at the center of the reading process📍

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Reader center approach is about how the reader reads and projects themselves, they are the centre

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Independent reading, learner engagement with text, guided reading. Considers learners interest. Helps learners compare their responses, share their experiences and develops critical thinking skills. Gives them the opportunity to develop agency and power/ control in what they read. 

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Independent reading, learner engagement with text, guided reading. Considers learners interest. Helps learners compare their responses, share their experiences and develops critical thinking skills. Gives them the opportunity to develop agency and power/ control in what they read. 

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Student engagement with a text that includes the interests of reader and the responses of them. Students have power and control of what they read. 

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Student engagement with a text that includes the interests of reader and the responses of them. Students have power and control of what they read. 

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They are able to relate to the context of the book and compare their understanding with peers in the classroom to gauge different perspectives

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The reader’s responses and interests are put at the centre of the reading process, to increase confidence, learner agency, develop critical thinking and boost enjoyment during reading.

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Reader is at the center. This allows learners to feel confident and gives them learner agency in their reading. 

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Reader is at the center. This allows learners to feel confident and gives them learner agency in their reading. 