Having learned to read without difficulty may not suffice to be literate with respect to that dissertation. Ited knowledge in the case of the physics dissertation, for example, limited knowledge of physics could be the downfall, rather than a reading difficulty per se. If someone has difficulty understanding, the problem could be a matter of lim
For most texts in most situations, understanding what the text means is, if not the end goal of the reader, at least an important intermediate step. As different as these are, there are commonalities among them. Acts of literacy vary a great deal—for example, reading a listing in a phone book, reading a Shakespearean play, and reading a dissertation on electromagnetic force.
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In focusing in this report on preventing reading difficulties among young children in the United States, we take a limited view of reading, putting aside many issues and concerns that would belong to a full consideration of literacy in various societies inside and outside the United States. We then describe skilled reading as it is engaged in by adults and continue by describing how children develop to become readers. First, we outline how children develop language and literacy skills before they begin formal reading instruction. In this chapter, we review research on the process of reading and what happens as children become readers.