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Reading different types of texts requires the use of different reading strategies and approaches. Making reading an active, observable process can be very beneficial to struggling readers. A good reader interacts with the text in order to develop an understanding of the information before them.
The form of readers theater is similar to the recitations of epic poetry in fifth–century Greece [3] [2] and public readings in later centuries by Charles Dickens and Mark Twain. [4] Although group dramatic readings had been popular since at least the early 1800s, the first use of the term "readers theater" is attributed to a New York group. [2]
Participants in interpretive discussions are asked to interpret various aspects of texts or to hypothesize about intended interpretations using text-based evidence. Other types of discussion questions include fact-based and evaluative questions. Fact-based questions tend to have one valid answer and can involve recall of texts or specific passages.
Traditional text-oriented schools, such as formalism, often think of reader-response criticism as an anarchic subjectivism, allowing readers to interpret a text any way they want. Text-oriented critics claim that one can understand a text while remaining immune to one's own culture, status, personality, and so on, and hence "objectively."
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Hence the idea of an interpretive or hermeneutic circle. Understanding the meaning of a text is not about decoding the author's intentions. [3] It is about establishing real relationships between reader, text, and context." [4] Even reading a sentence involves these repeated circular movements through a hierarchy of parts–whole relationships ...