This idea reminds me of the Chapter 2 presentation I did for Reading Strategies of Math Textbooks. This article says "If the text is above the students' reading level..." My presentation basically said you can count on the Math textbook being above their reading level because a math textbook is formatted differently than any other book. A math textbook is not easy reading.

Similarly, to the idea of math teachers need to think aloud for solving problems, math teachers should read aloud the reading techniques so students can practice better habits on their own.

I never considered this perspective. But now that I reflected on my own reading to my now 11 year-old daughter, this makes a lot sense.

Quick story - my daughter was "behind reading level" from 1st grade through 5th grade. By 5th grade she was better at comprehension, but was reading "slow" by the state. Every parent-teacher conference left me with try to read at least 20 minutes per day so she can hear and start understanding the vocabulary. Now, she's in sixth grade, at reading grade level, and now cannot stop reading in her free time.

So, I am convinced she now has the interest of reading on her own because she was uncomfortable with her own comprehension of words, even heard dad struggle with a few and realized; it's ok and we will understand the material eventually (as in not immediately).