Student-centered approaches or techniques for reading

What is the overall objective of student-centered teaching for reading?
Students become stakeholders when they know the instructional objectives and the desired outcome of learning. 
To actively engage students and give them some control over the learning process, thus keeping them interested.
To encourage students to reflect on what they are learning and how they are learning it.
To encourage increased collaboration in the classroom by creating a small community of learners.
To integrate computers and new modes of technology into the learning process.
 
What are some of the benefits of student-centered teaching for reading?
Students are able to significantly enhance their communication and collaboration skills through increased group work and team work.
Students learn how to manage, initiate, and control their own learning by completing tasks independently and at their own pace.
Students become more interested in education through participating in learning activities where they can interact and collaborate with their peers.
 
What is the statistical trend of new student-centered teaching practices?
 
What are some of the general approaches to student-centered teaching for reading?
Reading should be taught both individually and in small groups.
 Make reflection an important part of the process. This phase allows the student to review the lesson objectives and reflect on things that worked as well as what did not work.
Students should be encouraged to browse the books and make choices on which books to read
Use the “saturation” approach to reading by encouraging students to read for pleasure as well as for information, but also to read a variety of formats such as; paperback books, textbooks, magazines, catalogues, comic books, literary novels, plays, poems, etc. 
Variety is the key
Keep records of the student’s progress
Allow time for independent reading
Plan units that are product-driven in nature and have an essential question which instruction seeks to answer. 
Use an effective pre-reading strategy to build schema. One good strategy is “What I know, what I want to know, and what I learned (KWL). This is useful for tapping into students’ prior knowledge while helping them make connections in learning.  
Provide instruction in basic reading strategies by using reciprocal teaching practice which includes; predicting, visualizing, questioning, clarifying, and summarizing.

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