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Reading for meaning

Within the rich literacy experiences of a balanced literacy classroom, children develop skills and strategies to help them make meaning of text.

By observing how readers use the language cueing systems to gather information and by knowing what strategies expert readers use to make meaning, you can more easily assess how children are progressing as readers.

You will gain insight into how children think about what they are reading:

- what they know,
- what they think they know,
- how they think they know it, and
- what they want to know.

Article adapted from Rigby Literacy Teacher's Guide (2000)

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