I think we are all singing a version of the same song.  But for chidlren who 
fail to comprehend, to connect with the story, to 
BE the story, I think strategy instruction can offer a way in.  

Lori

On Sat, 2 Jun 2007 13:29 , Bill Roberts <[EMAIL PROTECTED]> sent:

>  Haven't all of us chimed in here to mention how
>> our own reading improved once we were metacognitive about these 
>> strategies.
>> I consciously stop myself sometimes in difficult text and try a fix-up
>> strategy.
>
>I use the analogy of riding a bike.  You can ride a bike without knowing how 
>all the parts work, so knowing all the parts isn't going to matter (That's 
>old school:  nouns, phrases, adverbs, etc.).  You do have to know how to 
>ride which means using your balance, moving the pedals, holding the 
>handlebars, etc. in conjunction with one another (that's strategies.  One 
>doesn't do the job, but all working together does).  For some, this is in 
>intuitive.  You get on and ride.  It took me most of a day to figure out how 
>to ride.  I could balance, but fell over.  I could pedal, but I would lose 
>my balance.  I finally figured out how to do all of it at once and rode  I 
>can remember the thrill of riding...wind in my face...speeding up....and 
>learning a valuable lesson about bike wheels and soft sand, but getting hurt 
>didn't stop me because I enjoyed it too much.  No matter HOW you learned, 
>you rode the bike because you ENJOYED it.
>
>No matter how we teach reading, the kids need to read because they enjoy it.
>
>Bill 
>
>
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