Check It
Traditionally, students use this strategy to check for understanding during reading. They will read a page, section, or chapter. After reading the section, they take a moment to think and process what they just read before continuing in their text. Ambruster, Anderson, and Ostertag describe the value of summarizing as it, “ appears to improve memory and recall of details, as well as main ideas discussed in the text.” They can think about new learning, questions they have, or connections to what they have read. When used fluently, students will be able to evaluate their understanding of text and decide whether to use another strategy (i.e. reread) to build understanding or continue reading text. Duke and Pearson (2000) state, “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 commenced, even after the “reading” has ceased.” The main focus of this strategy is that children develop the metacognitive skills throughout the reading experience to actively evaluate their own understanding of their text (Bransford, Browning & Cocking, 2000). When this strategy is used efficiently, it will transfer into new literacies where students check the suitability of a website. Students will look at the quality of the website in relation to their purpose for reading. They can use three questions to help them decide and move forward: Does this website match my purpose? Where can I start reading? Do I understand what I just read?