Analytic reading is an approach to reading instruction in the educational therapy context that is closely linked to principles of executive function. Building upon a constructivist definition of reading, students learn the steps of “deep reading.” With a focus on model passages from sources of expository writing, students are shown how to recognize the common text organization patterns by which writers organize their material. The emphasis is on not only the WHAT of the content, but also the HOW.
Participants will be able to: explain the importance of deep reading to students who are increasingly immersed in digital mediums; provide expanded reading experiences through the use of in-depth analysis— labeling the cognitive operations involved, giving informative feedback, and applying lessons learned to more difficult materials; apply specific guidelines for how to select high quality reading materials that lend themselves to in-depth analysis and expose students to the best of written language; and describe the assumptions we make in our work with students about WHAT, HOW, and WHY we read.
Ann Kaganoff has been in education for over six decades, on the faculty of UC Santa Barbara and UC Irvine in clinical practice and teacher training and in private practice as an educational therapist. She has presented workshops for educational therapists, regular education teachers, and special education teachers in reading assessment, reading comprehension, writing, and critical thinking. A Past President of AET and former Chair of the Certification Board, Ann is the author of Best Practices in Educational Therapy (Routledge, 2019).