The Reading Process

The difference between aesthetic and efferent reading is the purpose the reader has for reading. If it's for pleasure and entertainment, then the child is aesthetically reading. If it's for information such as reading a chapter for a class, then the child is using efferent reading. I favor aesthetic reading because I read a lot in school. I would bring a novel to read, especially in middle and high school. Unfortunately, I now use efferent reading more because between classes, homework, and a part time job, I have little time to read for pleasure. I also feel that I got out of reading for enjoyment but want to change that.

The five stages of the reading process are prereading, reading, responding, exploring, and applying. Prereading introduces the children to the book, providing background knowledge on the topic, setting a purpose for reading the book, and planning for reading the book by skimming the book. A teacher may let each student choose a book from a list after going through background information for each book and providing a set of activities to complete. The students then have a purpose and can look through each book before choosing.
Reading involves shared reading in which the teacher reads the book aloud, guided reading which involves the teacher reading to groups of students at the same level, independent reading which students read to themselves, buddy reading which involves the children reading with another classroom, and reading aloud to students which involves teachers read aloud to students to model correct reading strategies. The type of reading needs to match the grade level. Buddy reading would not be good for two kindergartners, but two third graders could do it.
Responding involves writing in reading logs. Students can write about the story by using open-ended prompts and participating in grand conversations which lets the students share their personal reactions to the story. Students can write about their personal feelings in their reading logs also.
Exploring includes rereading the selection, examining the author's craft, focusing on new vocabulary words, and participating in minilessons. A book may have many new words for the class that the teacher may add them to the word wall and encourage the children to look for these words in other books.
Applying involves using the other steps to complete projects relating the the book. A research project on a book about horses may involve the children researching a certain type of horse.

A capable reader learns word identification strategies to figure out new words while reading.
They have fluency in being able to read quickly and with expression, and a large vocabulary because they read more and learn new words as they go. Capable readers also have comprehension because they use past experiences and the text to create an understanding that relates to their life.

Students could use literature focus units, literature circles, reading and writing workshop, and thematic units. Each of these ideas allows the teacher to use the reading process to prepare, read, respond, explore, and apply new knowledge while helping children improve their reading skills and comprehension.