Teachers then have an increasing demand of the student to learn more with.
text based material while responding to various classroom activities.
Students bring many kinds of knowledge with them into the classroom just.
from their lives with their families in their home environments. The.
knowledge that is brought with the student can be useful in instruction.
when used write, articulate and read about their experiences. Involving the.
students real experiences suggest a more meaningful strategy. Stories that.
reflect students' real life experiences are most effective when being used.
to reinforce reading in the classroom. Being able to relate increases their.
interest and the increase in their interests motivates them. Students are.
more likely to retain information that they can relate to (Ferriter, 2010).
Students need learn to use their prior knowledge in specific ways to.
interact successfully with texts to get the most out of what they already.
know to learn new ideas. The goal for activating prior knowledge is to help.
all students employ their prior knowledge in a strategic way. The more.
students experience success in activating prior knowledge to learn, the.
more they will become motivated (Ferriter, 2010).
Teachers must have the support from building level administrators.
that provide them with embedded, ongoing training and professional.
development for effective instructional strategies. Reading strategies has.
the potential to open up the entire world of knowledge and information.
(Christensen, Horn, Johnson, 2011). Reading strategies says that students.
are on the same playing field as writers and those who produce texts.
Reading strategies are almost always created with the intent to convince.
and persuade. Students who use reading strategies can construct multiple.
meanings from text that go well beyond an author's intent. Reading.
strategies recognizes knowledge production and consumption as a very human.
activity.
