Reading Comprehension Processes

I was assigned to read the Applegate article where they identified reader profiles by observing discussion and students’ answers to inference and critical response items. I was eager to learn what profile I would fall into, but became bothered when I began reading the descriptions of each profile. I thought that each profile description painted a negative picture of the student’s method of comprehension. I actually found myself becoming defensive and not wanting to place myself in any category. Who wants to be labeled as a dodger, fuzzy thinker, or minimalists? This is not to say, however, that the article did not bring up some good points. In fact, after reading it through carefully, I did begin to make some connections to my own reading comprehension process. In early and even later elementary, I think I would have classified myself as a literalist reader, meaning I believed “all answers to all questions could ultimately be found in the text”. I gave the author complete control of my thought and rarely questioned the underlying motives for the story and the characters. Like most young children, I liked when there was a cut and dry answer, and often didn’t put much reflective thought into the characters’ actions and emotions. I believe this is why I would always struggle with the comprehension section on standardized tests. I never knew why I had such a hard time with this section since I considered myself a strong reader. Applegate’s article explained this was since standardized tests focused less and less on literal reading when it came to asking questions.
After some practice, I got used to reflective reading to gain a better understanding of the text. As I have grown older, I believe that I read in a much different manner than when I was young. I now read deeper into the text and force myself to come up with my own inferential questions as I read along. I am also big on making predictions as to what will happen next. These comprehension strategies have helped me come a long way since elementary school. Since I am an elementary education major with a focus in language arts, I have been fortunate enough to take some really fascinating English courses in college. Although not every book I have read in these courses has been life changing, my professors have gotten me in the habit of making text-to-world connections. Not only has this become another one of my comprehension strategies, but it has also forced me to think beyond the text and place myself, rather than the author, in control of my reading.