Carillo, E. C. (2017). How Students Read: Some Thoughts on Why This Matters.

 English
Journal, 106(5), 35-39. Retrieved from https://library.ncte.org/journals/ej/issues/v106-5

Description of Article: This piece describes an extended workshop in which reading, writing,
listening, and speaking were used to build and sustain a feminist ecology intended to open up
access to future lives in science for ethnically and linguistically diverse girls in an urban
secondary school.

This article talks about active reading skills and how having a foundation of these skills are
important and can set a foundation for students. “this method also encourages rereading,
demanding that students read to determine both what a text is saying and what it is doing.” The
text states that “this way of reading helps students determine what they really think about a
subject rather than what they assume they think or what they believe they should think.” (Carillo,
2017, pg 36) Students reading skills are what help the student be able to transfer into writing
what they have learned. The article proceeds to talk about a framework and the importance of
what it does for students stating “Within this framework, instructors choose, define, and teach
the reading strategies that they imagine will be most useful to students.” (Carillo, 2017, pg 37)
Helping provide a foundation of reading helps students further their writing and communication.

Turner, K. H., & Hicks, T. (2015, November). Connected Reading Is the Heart of
Research. English Journal, 105(2), 41-48. Retrieved from
https://library.ncte.org/journals/ej/issues/v105-2

Description of Article: By sharing instructional practices and describing digital tools, the authors
argue that a mindful, social model of connected reading is a crucial part of any research activity. 

This article talks about connected reading and what students/teenagers are being connected with
and where they are getting information. The article talks heavily about social media and all the
information that is out there for anyone to read. The article lists three main practices that occur
when students/teenagers are scrolling through the internet: encountering, engaging and
evaluating. “Encountering—the way in which the reader initially makes contact with a particular
text, whether by searching for new information online. Engaging—the way in which the reader
interacts with the text after initially encountering it. Evaluating—the way in which the reader
finds value in a digital text. Each reader will determine how important the text is to this reader at
this moment.” (Turner & Hicks, 2015, pg 42) This article proceeds to talk about how as a teacher
you can take these three practices and integrate them into your classroom to have students
perform better in their writing. The article talks about the sub-practices within the three main
practices. If the information is important to the student, deciding what they want to do with the
information and so on. The article also talks about managing distractions on the internet. As
teachers, it’s important to inform ourselves about these different ways of technology and how to
use them efficiently in our classroom.