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What good Readers Do: From A to Z
A Anticipate meaning. Use their prior experience and information from the text to make predictions and speculations.
B Become lifelong readers. By being in the continued presence of reading/writing with parents, teachers, schoolmates, and friends, good readers develop lifelong literacy habits.
C Choose their own reading material. From the very early stages, good readers select a variety of books and types of literature to read.
D Do not read every word or attend to every letter. The more the mind works, the less hard the eyes need to work, as good readers focus on larger meaningful pieces of text.
E Elaborate on important parts of the text. Good readers generate or embellish during reading (summaries, inferences, or note taking). These foster greater comprehension, recall, and use of the material read.
F Focus of fluency by reading. One of the best ways good readers become fluent is by wide reading.
G Get books. Good readers go to where books are. They use the library, browse in bookstores, borrow books from friends, and give books as gifts.
H Have a purpose for reading. Good readers know that reading can be informative, enjoyable, enriching, and a useful tool to solve a variety of problems.
I Imagine when they read. To facilitate comprehension, good readers make mental pictures when they read.
J Just skim sometimes and judiciously read slowly at other times. Good readers shift speeds depending on their purpose and the type of book they are reading.
K Know about their mental skills. Good readers continuously appraise and self-monitor their comprehension as they are reading. They are metacognitively aware of what they know, what they want to find out, and how to do that.
L Listen to and enjoy stories and books being read aloud. An important factor in helping build the background for becoming a good reader is reading aloud to students of all ages.
M Make personal connections with reading. Good readers make links and applications between the literature and their lives.
N Negotiate meaning by integrating a number of cues or sources of information. Good readers use and cross-check four types of cues: their knowledge of the world, oral language (what sounds right), word meanings, and the visual information in the text (letter/sound associations).
O Often self-correct. Good readers use monitoring and problem-solving strategies such as skipping unknown words, rereading, reading ahead, or using an outside source.
P Paraphrase periodically. During reading, good readers put into their own words the gist of what they've been reading.
Q Question. Good readers ask questions and then read to seek out answers to those questions.
R Respond to literature. Good readers gradually learn to make internal responses and personal reflections (thoughts and discussions) to literature by first making a variety of external responses (reconstructions, retellings, redrawings, and rewritings).
S Share with others. Good readers are always joining together to discuss and share what they are reading with others. Book habits are acquired naturally as a result of these interactions.
T Take time to read. Logging lots of reading mileage, good readers take advantage of many opportunities in and out of class to read.
U Use prior knowledge. Good readers use their background experiences.
V Validate predictions. Good readers verify their predictions as they read. Comprehension equals confirmed predictions.
W Write. Engaging in writing as it relates to reading is a routine good readers use to enhance both reading and writing ability.
X Expect reading to make sense. As a priority, good readers have a meaning orientation to print, always seeking to make sense when they read.
Y Yearn to read. Always having a book and choosing to engage in reading during leisure time is a hallmark of a good reader.
Z Zero in on learning strategies when they need them. As they need strategies and skills to communicate with an author, good readers learn them in context of reading.
Source:
Hinson, B. (2000). New directions in reading instruction revised. International Reading Association, Inc.

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Last updated: June 26, 2008