Thinking-Activated Readers are metacognitive about their reading. Their skills extend beyond decoding, fluency and accuracy into complex inferential understanding, building and extending connections from self, to text, to other texts and beyond to the wider world. These Readers have the pre-requisite skills for participation in the “knowledge economy”.

These Learners know and can articulate:

• That reading is an interactive process
• Their schema for making meaning when interacting with complex text
• Why they read, re-read and paraphrase challenging text
• How they tackle new and technical vocabulary
• How they use prediction and context clues to develop inferences.

This course provides an opportunity for teachers to work collaboratively, sharing and exploring a range of teaching strategies to build students ability to both engage with and interact with challenging text. Participants will be able to:

• Define the characteristics of successful proficient readers
• Identify skills gaps in student reading proficiency
• Plan for and deliver explicit instruction to close identified skills gaps
• Support students to explore, practice and refine successful reading behaviours
• Deepen their repertoire of research based effective reading strategies.

WHO SHOULD ENROL? Teachers and Leaders.

STANDARDS: This 6 hour course addresses standards 3.3.2, 5.1.2, 5.4.2, 6.2.2 from the Australian Professional Standards for Teachers.

Contact us to discuss a model for your school. Variables include participant numbers, location and structure of program.