Reading is thought to be a kind of conversation between the reader and the text.
Reading
is
thought
to
be
a
kind
of
conversation
between
the
reader
and
the
text
.
The reader puts questions, as it were, to the text and get answers.
The
reader
puts
questions
,
as
it
were
,
to
the
text
and
get
answers
.
In the light of these he put further questions, and so on.
In
the
light
of
these
he
put
further
questions
,
and
so
on
.
For most of the time this "conversation" goes on below the level of consciousness.
For
most
of
the
time
this
``
conversation
''
goes
on
below
the
level
of
consciousness
.
At times, however, we become aware of it.
At
times
,
however
,
we
become
aware
of
it
.
This is usually when we are running into difficulties, when mismatch is occurring between expectations and meaning.
This
is
usually
when
we
are
running
into
difficulties
,
when
mismatch
is
occurring
between
expectations
and
meaning
.
When successful matching is being experienced our questioning of the text continues at the unconscious level.
When
successful
matching
is
being
experienced
our
questioning
of
the
text
continues
at
the
unconscious
level
.
Different people converse with the text differently.
Different
people
converse
with
the
text
differently
.
Some stay very close to the words on the page; others take off imaginatively from words, interpreting, criticizing, analyzing and examining.
Some
stay
very
close
to
the
words
on
the
page
;
others
take
off
imaginatively
from
words
,
interpreting
,
criticizing
,
analyzing
and
examining
.
The former represents a kind of comprehension that is written in the text, while the latter represents higher levels of comprehension.
The
former
represents
a
kind
of
comprehension
that
is
written
in
the
text
,
while
the
latter
represents
higher
levels
of
comprehension
.
The balance between these is important, especially for advanced readers.
The
balance
between
these
is
important
,
especially
for
advanced
readers
.
There is another conversation that from our point of view is important, and that has not to do with what is read but with how it is read.
There
is
another
conversation
that
from
our
point
of
view
is
important
,
and
that
has
not
to
do
with
what
is
read
but
with
how
it
is
read
.
We call this a "process" conversation as opposed to a "content" conversation.
We
call
this
a
``
process
''
conversation
as
opposed
to
a
``
content
''
conversation
.
It is concerned not with meaning but with the strategies we employ in reading.
It
is
concerned
not
with
meaning
but
with
the
strategies
we
employ
in
reading
.
If we are skilled readers, our ability to hold a content conversation with a text is usually pretty well developed.
If
we
are
skilled
readers
,
our
ability
to
hold
a
content
conversation
with
a
text
is
usually
pretty
well
developed
.
Not so our ability to hold a process conversation.
Not
so
our
ability
to
hold
a
process
conversation
.
It is just this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands being placed upon us by studying at a higher level.
It
is
just
this
kind
of
conversation
that
is
of
importance
when
we
are
seeking
to
develop
our
reading
to
meet
the
new
demands
being
placed
upon
us
by
studying
at
a
higher
level
.
Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and get answers. In the light of these he put further questions, and so on.  For most of the time this "conversation" goes on below the level of consciousness. At times, however, we become aware of it. This is usually when we are running into difficulties, when mismatch is occurring between expectations and meaning. When successful matching is being experienced our questioning of the text continues at the unconscious level.  Different people converse with the text differently. Some stay very close to the words on the page; others take off imaginatively from words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension that is written in the text, while the latter represents higher levels of comprehension. The balance between these is important, especially for advanced readers.  There is another conversation that from our point of view is important, and that has not to do with what is read but with how it is read. We call this a "process" conversation as opposed to a "content" conversation. It is concerned not with meaning but with the strategies we employ in reading. If we are skilled readers, our ability to hold a content conversation with a text is usually pretty well developed. Not so our ability to hold a process conversation. It is just this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands being placed upon us by studying at a higher level.