READING
The generous reader
Preparing the generous reader
‘Generous readers’ look for meaning in text, and it is this
The “tool” metaphor has commonly been
used to refer to “strategies” that can be
understanding that lies at the heart of literacy. But how
applied while reading. Common strategies
can we prepare pupils to be ‘generous readers’, asks
include:
●
Annemarie Sullivan Palincsar
Summarising by identifying and
integrating key ideas in the text;
●
Using prior knowledge and ideas in the
IN HIS REMARKABLE history of reading, As children in primary school begin to text to predict upcoming content in the
Alberto Manguel notes: “All writing depends decode texts independently of the teacher, text;
upon the generosity of the reader.” This the lesson continues. It can be explicit,
●
Identifying the kinds of questions that the
quote captures the essence of reading; text when the teacher communicates to pupils text is answering while reading (ie self-
has but a silent existence until the reader that they are accountable for the ideas in questioning);
brings it to life. But what determines the the text, and designs engaging activities
●
Visualising, or making a picture in one’s
generosity of the reader? How can teachers that encourage them to wrestle with the head that refl ects the ideas in the text;
promote “generous” readers? Why are some ideas they are encountering (eg How does
●
Drawing inferences, or learning to read
readers “stingy”? this author’s account of the plague compare between the lines when the information in
As in many aspects of life, generosity with the author we read yesterday? Did the text is incomplete.
begins with an attitude; that attitude is the the illustrator do a good job of capturing Such strategies should be expertly
basic disposition the reader brings to the the author’s description?). Sometimes the modelled for the students, and support or
text. Generous readers expect the text to lesson is implicit; for example, when the coaching provided. The research is clear that,
make sense and recognise that they have teacher ignores oral reading errors that when done well, strategy instruction can
an active role to play in that sense making. have no consequence for the meaning of the help learners to be actively engaged in their
As obvious as that may seem, this can be a text or shares their own confusions while reading of the text, and move to independent
stumbling block for a number of students, reading, modelling the process of re-reading reading. This process needs to be thought
particularly those who have struggled to or gathering additional information to help through, as elements are often missing in
learn to decode text and who have reached explain the text. strategy instruction. For example, students
the mindset that reading is the act of saying may be asked to complete a journal entry
the words they see in a text quickly and Teaching comprehension generating a series of questions from a text,
correctly. Positive intentions are only the beginning; but are never held accountable for answering
Hence, students of all ages need to be students also need access to information those questions or justifying their answers
taught frequently that reading is about that will support them in interpreting texts. with information in the text.
making meaning with text. Young children There are at least two ways to characterise However, there is interest in an alternative
learn this lesson as parents, carers, or how students can be taught to comprehend approach to comprehension instruction
teachers read aloud, encouraging them to text. One approach is to provide instruction that keeps its focus squarely on the content
share their ideas about the text (eg What in a set of tools that will support text of the text. In this approach, teachers
new information have we learned here? How comprehension, and the other is to engage and students discuss ideas in a text.
do you think the character in this story is students in conversations in which they These discussions are largely directed by
going to solve this problem? Have you ever participate in constructing the meaning of the teacher, who poses meaning-based
had this happen to you?). the text. questions. The teachers’ questioning is
8 Better: Evidence-based Education spring 2009
Better Spr09 pp08-09 Generous Reader.indd 8 20/4/09 09:15:31
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