ABSTRACT
As children’s reading engagement develops, many aspects of their reading improve. In their advancement, children become more motivated to read, more conversant in using their current knowledge to gain new understanding, more adept in socially exchanging their ideas with classmates, and more strategic in their reading. In this chapter, we discuss what it means to become increasingly strategic as a reader. Acknowledging the difficulty of learning to use and transfer strategies to new contexts (Smolkin & Donovan, 2001), we present children’s performances across time in this chapter. These performances are examples of children’s proficiency in using various strategies.
