2) From the outset they have clear goals in mind for their reading.

They constantly evaluate whether the text, and their reading of it,

is meeting their goals.

3) Good readers typically look over the text before they read, noting

such things as the structure of the text and text sections that might

be most relevant to their reading goals.

4) As they read, good readers frequently make predictions about what is to come.

5) They read selectively, continually making decisions about their reading— what to read carefully, what to read quickly, what not to read, what to reread, and so on.

6) Good readers construct, revise, and question the meanings they make as they read.
7) • Good readers try to determine the meaning of unfamiliar words and concepts in the text, and they deal with inconsistencies or gaps as needed.

8) They draw from, compare, and integrate their prior knowledge with

material in the text.

9) They think about the authors of the text, their style, beliefs, inten-

tions, historical milieu, and so on.

10) They monitor their understanding of the text, making adjustments in

their reading as necessary.

11) They evaluate the text’s quality and value, and react to the text in a

range of ways, both intellectually and emotionally.

12) Good readers read different kinds of text differently.

13) When reading narrative, good readers attend closely to the setting and characters.

14)  When reading expository text, these readers frequently construct

and revise summaries of what they have read.

15)  For good readers, text processing occurs not only during “reading” as we have traditionally defined it, but also during short breaks taken during reading, even after the “reading” itself has com-

menced, even after the “reading” has ceased.

16)  Comprehension is a consuming, continuous, and complex activity, but one that, for good readers, is both satisfying and productive.