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Mindful Reading:�The Second Source for Comprehension� �Rediscovering Magic After Runes Have Lost Their Appeal

Wade McJacobs

Studentempowermentgroup.com

studentempowermentgroup@gmail.com

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Power of the mind

Your brain is your most powerful tool.

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Karen’s Story�She read “little” as “small”

Two Questions

What was happening in Karen’s mind that she understood even when misreading the word?
How can I teach to that ability in Karen?

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Mail

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Mail��Box

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toy

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toy��cat

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A Story

Last serny Flingledobe and Pribin were in the nird-link treppering gloopy caples and cleaming burfy greps. Suddenly, a dutty strezzle boofed into Flingledobe’s tresk. Pribin glaped and glaped. “Oh Flingledobe,” he chifed, “that dutty strezzle is tunning in your grep.”

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Does spellig madder for reading comprenshion?

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!

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Idea Units

Enough to create an image or idea that is relevant to the author’s message.

Not enough to overwhelm

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Dog

Street

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The dog ran down the street

chasing the mail truck

with its master hot on its tail.

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Idea Units

Do not expect full, 100% comprehension, but capture what they do understand.

Engagement is the goal and is done by acknowledging their ideas.

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Read with� Idea Units

Accustomed to human beings he moved without fear about the scattered farms of the region, raiding barns and hen runs that other foxes wouldn’t have dared to go near.

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Try this example, exaggerate the pauses

With newly found confidence, students can learn to trust their brains and how they interact with the text they read. Using the Read Through It Strategy, along with other reading programs if needed, teachers can address the true intelligence of their students. Teachers need not avoid the more complex ideas found in grade level topics.

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Fill in the blanks

At one time or another, everyone has stopped to __________ about the weather. Some days the weather is good. Some days the weather is ____________. Still, there are days when the weather seems to _________________ from hour to hour. A day that starts out ____________ might not keep its promise. Sometimes a day that seems bad turns out ___________ than you thought it would.

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Fill in the blanks #3

Once, as I walked through the _________________ forest in a downpour, I suddenly saw a chimp hunched in __________________ of me. Quickly I stopped. Then I heard a _________________ from above. I looked up, and there was a big chimp there, too. When he saw me, he gave a _________________, clear wailing wraaaah – a spine-chilling call that is used to threaten a dangerous animal. To my right I saw a large black hand ___________________ a branch and bright eyes glaring threateningly through the foliage. Then came another _______________ wraaaah from behind. Up above, the big male began to sway the vegetation. I was surrounded. I ___________________ down, trying to appear as nonthreatening as possible.

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Cycle Reading�for practicing Idea Units

Exaggerate the pause!

It will feel slow at first.

You will automatically stop the exaggerated pausing when you comprehend.

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Cycle Reading Steps

Read one paragraph or a section that takes about 15 to 20 seconds. Use a grade level of material that allows relatively little struggle with individual words.
After reading this section, go back to the beginning and read it again; try to pick up the pace of your reading. It is okay to read the section an extra time to get into the flow.
Upon completing the section for a second time continue with the next paragraph or section. Try to keep up the pace of your second reading of the first section with this new section.
Upon completion of this second section, return to the top of that second section, NOT the top of the original or first section.
After reading the second section for the second time, continue with the next paragraph, a third section. Continue to “cycle” back in this manner for about five minutes.

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Read Through It Strategy

Part 1 Eyestops
Part 2 Positive Errors
Part 3 Idea Units
Part 4 Cycle Reading