Convinced of its value, a second-grade teacher gathers her students as she begins reading one of her favorite stories aloud. Within a few minutes he feels that the students are not responding optimally and he has to make a decision: does he stop the oral reading and intervene in some way or continue reading? He will make this decision countless times as he reads aloud. The consequences of these decisions will undoubtedly have a considerable effect on the student experience and will most likely influence their learning. Several studies have found that the way texts are read aloud to students can have a significant impact on vocabulary development, comprehension, and literacy development. (Brabham and Lynch-Brown, 2002; Oulette, Dagostino and Carifio, 1999; Brannon and Douksas, 2012; Elley, 1989; Whitehurst, et al, 1994). Many studies suggest that reading aloud styles that encourage active student participation are more effective in promoting word learning (Brabham & Lynch-Brown, 2002; Dickinson & Smith, 1994; Fisher, Flood, Lapp & Frey , 2004; Senechal, Thomas, & Monker, 1997; found that students of all abilities made more inferences in response to comprehension questions in the “co-construction” condition than in the questioning condition. or control. Sipe (2000) points out that much of the wide and rich variety of student responses to text that he encountered "were so often of the moment and of the moment, [that] keeping the response to the end of reading would have been , in many cases, to lose it” (p. 272). Although our teacher's initial decision on whether or not to stop reading aloud is quite specific, the recommendation...... in the middle of the paper. ... ...efficient, little attention has been paid to the development of teaching methods that could promote the automaticity of comprehension strategies. (p. 68) This explains the focus of the proposed research on note-taking, coding texts, questions and marginal comments. The annotations sought in the search constitute tangible evidence of active processing. Such notations keep student readers clearly focused on the content of the text and are likely candidates as vehicles for implementing comprehension strategies. The research will not answer the question of whether readers need explicit instruction on the strategies themselves. Tracking the type of interruption and whether it is geared more toward strategy or content would begin to answer the question of whether and which of these approaches most effectively promotes and maintains active reading and text processing habits...