"Rigorous Reading" refers to reading that challenges all learners to demonstrate depth of understanding, including such cognitive processes as explanation, interpretation, application, analysis of perspectives, empathy, and self-knowledge.
According the the Georgia Performance Standards in the area of Reading Across All Content areas,
"After the elementary years, students are seriously engaged in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context."
To be effective, readers must be strategic in their approach to making meaning from text. According to Rachel Billmeyer and Mary Lee Barton in the book Teaching Reading in the Content Areas: If Not Me Then Who? there are several habits good readers have.
Before reading
- They preview the material looking at the content and how it is organized.
- They activate their prior knowledge. They think about what they already know about the topic. Then they make predictions or think of questions about what they are going to read.
- They think about the purpose for reading. Based on what they are trying to learn from the reading, they decide if they will read slowly and carefully, or quickly, skimming and scanning for details.
While reading
- They think about what they are reading. They notice important ideas and details, revise predictions, and answer questions. They may take actual notes about the information as they read.
- They are aware of their reading style and how well they are paying attention to the text.
- If comprehension breaks down, they notice and stop to fix the problem by rereading, thinking about confusing sections, figuring out unknown words, and clarifying the meaning of the text.
After reading
- They summarize what they have read.
- They decide if they achieved their purpose and how well the strategies they used helped them make meaning from the text.
Billmeyer, R., & Barton, M.L. (1998). Teaching reading in the content area: If not me then who?.Aurora, CO: McREL.
