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In class it is often easy to read out loud in a way that seems like the student is reading. Far too often, however, students are not actually absorbing what they are learning. Instead, they are just reading to perform the action of reading, not to learn content. It is important that the reader has some sort of graphic organizer or strategy that they can refer to what they are reading and comprehend the content. While good readers tend to review what they do not know naturally, most readers need help in this area, and often could benefit from strategies that are more geared towards auditory or visual learning.

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I agree with this statement and notice that some students have trouble more than others. One strategy I like came from Mr. Brown's math class, where he encouraged double checks for understanding.

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I agree strongly with this statement. Reading comprehension is a critical component for students to unlock both content and student understandings. Reading is a process that requires strategy in order to extract key information, and students need to be equipped with those strategies.

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It is important in class to provide students with structures because it can be a much easier way to learn. Also reading strategies such as the ones discussed in the chapter 3 allow for students to simplify information.

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I agree with this portion of the text. In my opinion it is the goal for educators to assist students in developing short-term comprehension and long-term access to what they have read.

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This is another reason why formative assessment can be so powerful. Be open with your students; praise them and share with them the results or failings you are seeing. Set high expectations and strive to meet them. If students don't know they are progressing, they'll quickly stop caring about their progress.

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This quote made me think of myself when I was in middle school and early high school. I would constantly "fake read" if I didn't find something interesting. This usually resulted in my brain wandering off into another thought process, away from the meaning of the text I was reading. I have since fixed this...I also think that ensuring students have comprehension skills early on will influence their ability to read and understand text more.

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I also agree that it is much easier for a student to be granted short term content access while forgetting to commit what they have learned to long-term comprehension development. A teacher should reinforce what a student has learned so that these students can both commit what they've learned to long term memory, as well as teach students their own strategies that help them complete this task.

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When I was reading this quote I actually thought of myself. I have  had a tendency to read and not process the information. Sometimes I catch myself and I will reread the sentences or highlight if I have trouble comprehending.

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Providing structures and strategies to assist with a students understanding is crucial to their development as readers. They can use strategies to help themselves through difficult readings.

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In response to the above comment:
Graphic organizers are useful tools. But don't fool yourself into thinking that handing out a graphic organizer is enough to guide comprehension. A graphic organizer without purpose is essentially the same as lecturing into the void.

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In response to the above comment:

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This quote made me think of Cris Tovani's quote on p. 54 that said that, "readers have to voices -- one that recites the text and one that interacts with the text." This rings true in my brain, and the strategies and structures (Comprehension scoring, one sentence summaries, quick fixes, says/means, selective underlining) that are mentioned in the text all encourage students to dig deeper into contextual understanding.

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I agree with this statement.  I still struggle with content. However, I have to make notes and I am aware of the when a reading or a statement is not clear to me.

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I agree with this statement. Typically at some point in time students will struggle with certain text for a number of reasons. However, strategies can help them through difficult text.

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I feel like this is the quote I can relate to most, and for me it depended largely on the topic I was reading about. If I found the topic boring in high school, I would read just enough to remember the facts that I thought would be tested over later. If I was interested in the topic I would read over passages multiple times to think about the significance.

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In response to the comment that says strategies will allow students to "help themselves through difficult readings":

While this is true and should be the end goal, remember that simply providing students with a strategy is not sufficient.  Students need to understand when and why to apply certain strategies.  Remember that Lattimer expounds on how the variety and context of the strategy are paramount. Remember the contrasting science examples from chapter 2: the bucket and the rollercoaster.

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I really liked the way that this was phrased in the reading- because so often when I'm reading a lengthy text I find myself wondering what I'm doing this weekend, or what I will have for dinner- essentially thinking about anything except for the reading. This sums up perfectly what is going on when students are faced with a challenging reading and have no guidance on how to get through it.

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I agree, comprehension can either be easy or difficult for individuals but there will always be something that a person encounters that they do not understand.