3, Teach for comprehension. In many reading instruction programs, more emphasis and time may be on testing reading comprehension than on teaching readers how to Monitoring comprehension is essential to successful reading comprehend. Part of that monitoring process includes verifying that the predictions being made are correct and checking that the reader is making the nec ments when meaning is not obtained. Cognition can be defined as thinking. Metacognition can be defined thinking about our thinking. In order comprehension, it is my belief that readers must monitor their comprehension processes and be able to discuss with the teacher and or fellow readers what strategies they comprehend. By doing this, the readers use both their cognitive and metacognitive skills.
Questioning the author, developed by Beck, McKeown, Hamilton, an Kucan (1997), is an excellent technique for engaging students in meaningful cognitive and metacognitive interactions with text and for assisting students in the process of constructing meaning from text. Beck et al. emphasize that this activity is to be done during the reading process, not after reading' that the teacher model the reading behavior of a king questions in order to make sense of what is being read. Students learn to engage with meaning and develop ideas rather than r from the text. This particular technique is the kind of activity that teachers of reading should engage the class in, rather than asking them to read a passage and then testing reading comprehension of the material. Use of this approach engages the teacher and readers in queries about the text as the material is being read. Examples of queries include "What is the author trying here? What is the author's message? What is the author talking about? Whal does the author mean here? Does the author explain this clearly?" (B ck e al, 1997, pp. 34, 37).