Building a Knowledge Base in Reading by Jane Braunger and Jan Patricia Lewis, October 1997. Thirteen findings:
Reading is a construction of meaning from written text. It is an active, cognitive, and affective process.
Background knowledge and prior experience are crtical to the reading process.
Social interaction is essential in learning to read.
Reading and writing develop together.
Reading involves complex thinking.
Environments rich in literacy experiences, resources, and models facilitate reading development.
Engagement in the reading task is key in successfully learning to read.
Children's understanding of print are not the same as adults' understanding.
Children develop phonemic awareness and knowledge of phonics through a variety of literacy opportunities, models, and deomonstrations.
Children learn successful reading strategies in the context of real reading.
Children learn best when teachers emply a variety of strategies to model and demonstrate reading knowledge, strategy, and skills.
Children need the opportunity to read, read, read.
Monitoring the development of reading processes is vital to student success.
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