Chapters 5-6

p.81: "During this overlap or interface, students begin to take control of their learning while at the same time they encounter text that requires new strategies. They are assimilating new strategies while taking control over familiar strategies."
Students who have a strong base from which to start new learning naturally are able to use skills acquired previously to help them in the process. If they have experienced working through problems to find new understanding they will be more able and likely to use new and old strategies to help them through new stages of learning. When students are challenged they are able to persevere through difficulties while learning, and this sometimes has the most benefit in the end.

p. 86: "This ability to identify words provides an indication of how the student can recognize words in a passage or story and an indication of the fund of words that can be used to develop phonemic awareness."
The more words a student is able to recognize, the easier it will be for them to comprehend what they are reading. Also, knowing words on sight could help them to decode new or similar words while reading.

p. 93: "One way to assess the reader's strategic control of meaning construction is to evaluate the shift between prior knowledge and the text. To do this the diagnostic teacher can have students think aloud as they read."
This is a great way to see exactly what students are processing. I think it would be a great exercise for students to take turns "thinking aloud". This would allow them to see different strategies that their classmates use to construct meaning. Also, it would allow them to discuss their previous experiences and how they relate to the text.

p. 102: "As she continues her evaluation, she thinks about what the student did when the miscue changed the meaning. Those miscues that did not change the meaning are not evaluated."
The difference between proficient and struggling readers is that struggling readers will not question when a story doesn't make sense. Sometimes, I will be reading a story with a class and stop to check for comprehension, and some students can't tell me anything that is going on in the story. Had I not made the choice to stop and go over the text, they wouldn't have asked any questions in order to clear up their confusion.

p.110: "At each interruption, the teacher asks her to predict what will happen next in the story and why she thinks so."
This is great because the student is able to use prior knowledge as well as show comprehension. The student should be able to use the text to examine possibilities of what could happen in the story. If the student's prediction makes no sense, it would be a cue to go back and discuss details of the story.