Hands-on Reading:
•Citation:
Buehl, D. (2009). Hands-on reading. Classroom strategies for interactive learning (93-95). Newark, DE: International Reading Association.
Explain: This activity deals with effective strategies for reading technical nonfiction. Begin by brainstorming problems that readers typically have when reading technical nonfiction. Students will probably respond by saying that the text is hard to understand and that it includes words they are not familiar with. Furthermore, students may say that the terms used are not “user friendly” and that they may abandon the text/instructions and attempt to finish the project without reading. Hands-on reading implies that the student will actually be doing what the reading instructs them to do. This type of reading requires a start-again stop-again approach that requires the reader to read and then do what the instructions said. How to do Hands-on reading:
1. Size up the text: Reader surveys the text to see what the gists of the instructions are telling them to do and furthermore, what the outcome will be.
2. Clarify vocabulary: Look at the vocabulary, what is known and what is not? What aid does the text give the reader about unfamiliar terms? What should the reader do if the text does not give them enough information to decide what an unfamiliar term means?
3. Look out for cautions: Reader should be aware that in some projects, if one step is missed the project will be ruined. Additionally, the reader could expose themselves to danger if they do not properly follow certain steps or if they ignore certain steps.
4. Read and apply: Students begin reading the text. Student should read the first phase of the technical nonfiction and then apply the information, then reread the text to ensure they have completed the text correctly before moving on to the next phase. Student should continue this cycle until the project is complete.
5. Collaborate: A major component of Hands-on reading is collaboration with fellow learners and sharing of ideas and interactions. Re-reading phases and verbalizing understandings in partners or small groups is a great way to foster social interaction, problem-solving, and peer assistance while working toward a common goal.