The Voyage Reading Process, it is not a process that is done alone and it requires others involvement for either one-on-one, group-to-group, or rotating-in-group. It makes use of several combined techniques of: Engaged Reading Strategies of Active and Non-Active Reading, the Cue Reading System, and more.
This is a process that starts off with "Listen Reading" which light engages the hearing and ears of a student. It then moves on to next level of "Shared Reading" which creates light comfort and light engagement. As it goes into "Guided Reading" it levels up the the persons emotion of calmness which makes for medium comfort and medium engagement as they speak from their own view. With those steps provided it is possible for "Independent Reading" which is the end goal of the voyage reading process. Listen Reading, is when a student hears letters, words, and stories through repetition. This is for (1) Sound Awareness, that helps their identification of words and letters and sentence structures. (2) Language Connectivity, to hear how letters connect in spoken language and word function. (3) Vocabulary Exposure, the variation of spoken words and understanding the meaning of those words. And (4) Visual Spoken cues, of what they see with hand motions and mouth shapes and aura distinction from tone. This raises (+) their comprehension of reading. This can be accomplished by reading to another person out loud who can hear the read words for Family-communication, read by a person on a screen for Digital-communication, or read by a friend for Human-communication. Each sort of communication can help and (+) raise the comfort levels with communicating with those particular people or technologies. Shared Reading, is when a student reads with a person and the experience is shared as a more than one person activity. This is done for: (1) One-After-Another, group participation for more brain activity, (2) it makes co-dependence comfort and respect, (3) and if it is speaking at the same time with another student or with the teacher the words go through a process of "see and do" to attempt to copy a guardian, colleague, or teacher in reading a word. This raises (+) their engagement to reading. Doing things together makes for new experiences which are different, even if the reading is the same. The little things of going off track or laughing or emotion will change things in the slightest and make the material stick to the person as they absorb it. The shared reading is also a memory they can refer to if they choose; or it might make a trigger when accessing such material again. Guided Reading, is when students are asked to talk about, think about, and question the material (story, book, lesson). This is for (1) Projected perspective, that shows inside the mind of what ideas are vocalized from the student, (2) Theoretical Thinking, to observe the process of theorizing through perceived explanation of unique thoughts, (3) Engagement Foundation, is built from questioning that leads to discussion and not just an answer so that it can go through the recollection process as well as practicing critical thinking. This bridges Shared Reading to Independent reading and requires students of a similar reading skill. It allows the teacher to evaluate "on the spot" or "used in-action" a students reading level. This raises (+) their communication of reading. This counts as retro-active discussions of non-active reading. Guided reading impliments "Cue-System Reading" more known as The Three Reading Cue Systems of Classic-Education known in the West. Cue-System Reading Meaning Cue, where it asks about the feeling the reader gets from the text or the prior knowledge and illustrations to see if it answers the question of "Does it make sense?". This would be labeled as a [Semantic Cue System]. Be sure to ask questions like: (1) Did that make sense?, (2) What do the pictures mean?, (3) What happened at what point in the story?,(4) What do you think subject is?, (5) Would you beable to reread this? Structure Cue, where it asks if it uses language that sounds natural or more formalized english and does it follow proper grammer patterns and language structure. This is to see if its can answer the question of "Does it sound right?". This would be labeled as a [Syntactic Cue System]. Be sure to ask questions like: (1) Did that sound right?, (2) Can you say it another way?,(3) What is another word that might fit here?,(4) How would you paraphrase that? Visual Cue, where it asks for the pronunciation sounds and the symbols that paint a picture with words in its analogies. This effects words, spaces, lettering and font, and punctuation to answer the question of "Does it look right?". This would be labeled as a [Graphophonic Cue System]. Be sure to ask questions like: (1) Does it feel right?,(2) What sound or letter does it begin with?,(3) What do you expect from this?,(4) Can you spot the key words?,(5) Did it match your expectation?, (6) Can you easily find the subject? Independent Reading, is when student go the reading themselves. They go on to: Read material aloud, to another student for further recollection or to a teacher for performance of their speaking, (2) Create Judgement, seeing and thinking and committing to the material for no one else but themselves. (3) Choice of material, allows for student enjoyed reading that raises proficiency, pleasure, and inner identity by choice. This raises (+) their information from reading. Students will naturally start to get comfortable choosing material as they are permitted and repetitively do so. At some point the discomfort transforms into a typical task with no discomfort and if they enjoy it the task becomes enjoyable. Seeing the larger picture of learning skills to apply them is key in motivating independent reading worth while to the student due to its relevancy. When reading without a peer it is important to do: Self Correction Practices, where you will spot parts which you consider (1) tricky/complicated/difficult, (2) question if you are right or other possibilities to take note of?, (3) Take a closer look parts of interest and see if it fully explained, (4) make sure words mean what you think they mean from the writer and ask how did you know what the word was used for?. Cross Checking Practices, where you will start looking at particular points in the written material. Asking questions like: (1) How did you know what was the numbered point? (2) is there another way to tell it in a better way? (3) check other references to see what it could be or another way to look at the same topic through another perspective to cover multiple reading angles. Author messages are not always easy to read. Self Monitoring Practices, where you will question yourself in the written materials points of understanding: (1) Try looking at the reading again to see if the message remains the same from the first time, (2) See what you noticed and in what order? (3) See if you were right from thoughts to the material and if it is mirrored from the writers vision?, (4) Ask yourself how did you know from your thoughts and perspective? (5) Why did you stop reading?
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