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Strategies of reading for the readers of fight

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The readers of fight are simply individuals who did not learn from the effect
ive strategies of reading. Are not too concerned if you are not with the curr
ent of the limit, “reading strategies;  ― the majority of the good reade
rs had never to learn them; instead of that, they employ them just naturally.
The readers of fight, on the one hand, do not have any idea how their friend
s can finish their work before they do it by the first paragraph. Why it is t
hat their friends are reading “lord of the rings― and they are always R…

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education, reading, teaching, readers of fight, learning

The readers of fight are simply individuals who did not learn from the effec
tive strategies of reading. Are not too concerned if you are not with the cu
rrent of the limit, “reading strategies;  ― the majority of the good re
aders had never to learn them; instead of that, they employ them just natura
lly. The readers of fight, on the one hand, do not have any idea how their f
riends can finish their work before they do it by the first paragraph. Why i
s it that their friends are reading “lord of the rings― and they always
read books “of magic Room of tree―? How their friends manage do to read
these really long and not very familiar words easily?

Strategies of reading can be organized in two distinct groups: strategies of

decoding and strategies of comprehension.

Strategies of decoding

Without entering a long discussion more if the children should learn how to
read by acoustics or the whole language, the fact is that some students mu
st be taught explicitly the phonemic conscience. The phonemic conscience ca
n basically pronounce the pieces of words to transform them into words whic
h the student knows or heard. Even if the word is not very familiar, the st
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udents with the phonemic clear conscience can usually pronounce a reasonabl
e representation of the mot. Of the readers of fight must be taught the noi
ses of the language--phonemes--and being given the abundance of the occasio
n and the drive in their use.

Some indicators which a student has need for instruction explicit in the p
honemic conscience include: to jump of the words while reading, “resound
ing outside― expresses inaccurately, testing a pronunciation which does
not seem reasonable, and avoiding the reading.

It is useful if the students can identify and spell a certain number of sim
ple words. The words of vocabulary of Dolch are large for younger students.
For older students, test to obtain a list of the 1000 most common words in
English. Phonemic beginnings of conscience with noises of letter. The stud
ents learn how to pronounce various combinations of the letters, and they l
earn that letters are not always marked the manner that they should be. To
consider a simple example: the word, “,― is pronounced with a noise cou
rt of U. The students compare not very familiar words with the words which
they know; thus need for a good repertory of the words of sight.

A common strategy of decoding which is taught with the readers of fight cal
ls the chunking. If the students developed competence with phonemes, they c
an begin words not very familiar of chunking. Using their finger, they cove
r all except a piece of the not very familiar word. They pronounce it pass
then to the next piece. Once the student pronounced all the pieces, they tr
y to go up the pieces and to make them resemble word which they know or hea
rd. This strategy, still, requires a significant quantity of practice and drive.

A school of thought considers the capacity to decode words a precursor with

the comprehension of reading. After all, if you cannot include/understand th
e various words, how can you include/understand the whole sentence? Often, a
reader of fight will face their capacities by obtaining answers of other st
udents, answering the explicit questions of the texts (for example “the re
d hair of the girl blew in the breeze.― Which color was the hair of the gi
rl?), or making excuses not to obtain their carried out work--behaviors of a
ction to avoid.

Strategies of comprehension

The good regularly read again readers, envisage, imply, conclude, question,
compare, contrast; and the list continues. The good readers do not carry o
ut usually what they did while reading unless somebody the force to reflect
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on top. The readers of fight make things little that the good readers make
. They have generally only one goal in the reading--to obtain it more with.
Including/understanding what was read calls comprehension. The strategies
of comprehension are these things that a reader made to include/understand
a text.

There is a principal indicator that a student has need for instruction expl
icit in strategies of comprehension--they are good decoders, but they canno
t answer questions moreover high level about the text. The questions moreov
er high level are those which imply to extract more than just of the words
starting from the text. For example, a question moreover high level related
to the last paragraph is, “which goals make good readers have in the rea
ding?― A reasonable answer would imply to contrast the goal that the read
ers of fight have in the reading, using information on which good readers m
ake regularly, and by using knowledge or a former experiment.

There are many strategies of comprehension which can be taught with the reader
s of fight. To say a reader of fight to still read it just will not cut it. Th
ey have need for direct support, explicit instruction, much of practice and dr
ive and much of occasions to test success. Research the Internet of the strate
gies of reading should collect a description at least tested and true strategi
es of the dozen different. To be follows a short description right of some of
them.

Reading again - not to be confused with “the lira just still,― while read
ing again is an attempt deliberated to find information. With the question wi
th the spirit, the students try to find the sections suitable of the text to
read again. Once they put at zero inside on an adapted section, they usually
read some sentences or paragraphs before and some sentences or paragraphs the
n. Sometimes, it is necessary to read again the whole text to obtain desired
information.

Envisaging - Using of the titles, the key words of image and or, students try
to envisage the contents of a text. When the student reads the text, they ma
ke comparisons so that they provided and so that they read.

Repetition - this strategy encourages students to look at principal ideas. T

hey repeat what they read inside a shorter version. Sometimes this strategy
implies to limit the summary how long can be. For example, can you repeat th
e description of the forecast in only two words?

The best support of the readers of fight is individual and intensive. In my

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opinion, the readers of fight achieve the majority of progress when they are
given the support face to face apart from regular classroom. The individual
support enables them to receive frequent and convenient feedback on their e
fforts. Apart from classroom means that the support is except program and th
eir regular work does not interfere. If you are a relative or a professor of
a reader of fight, to discover which support is available to your school. T
o employ the phonemic strategies of comprehension of conscience and reading
of limits to communicate of what your child has need. If your school cannot
offer the support, to seek the business services. Though it could cost money
, the advantages will be exceptional; to spend money.