Definition of reading strategy

Reading Strategies - Reading Horizons

The English language is complex. This statement won’t come as a surprise to anyone who has taught emergent readers or English language learners and attempted to explain the structure of our language. Unfortunately, many adults also struggle with understanding and explaining English and sometimes resort to telling students that memorization is the only way to hold on to all those confusing words.

Learning to read is challenging for many students and is even more so when the process is unclear. Without effective reading strategies, many students struggle and a large percentage will be left behind when they are unable to acquire the skills necessary to read grade-level materials.

View our list of strategies to learn more about how you can apply them in your classroom ›

In America, approaches for teaching reading strategies have existed since the 1600s when the New England Primer was published for the American Colonies followed by Noah Webster’s American Spelling Book in 1783. Strategies for reading have existed for almost as long but without agreement as to the most effective methods of instruction. There are now so many types of strategies that it’s common for teachers and parents to feel overwhelmed. Fortunately, there has been a great deal of research, as well as substantial evidence from classrooms, to identify the reading strategies and instructional components that produce the best reading outcomes. Reading strategies is the broad term used to describe the planned and explicit actions that help readers translate print to meaning. Strategies that improve decoding and reading comprehension skills benefit every student, but are essential for beginning readers, striving readers, and English Language Learners. Within the last two decades, significant progress has been made in determining the most effective strategies for reading instruction.

Past is Present by the American Antiquarian Society blog

Essential Elements of Reading Instruction

In 2000, the findings of an analysis of more than 100,000 reading studies was published by the National Reading Panel (NRP). This panel concluded that there are five essential elements of effective reading instruction, commonly known as the “Five Pillars of Reading”. These pillars include phonics, phonemic awareness, fluency, vocabulary and comprehension strategies.

These elements are called pillars because the research identified them as the foundations for building strong reading skills. The NRP also included recommendations for effective reading strategies which included:

• Explicit instruction in phonemic awareness
• Systematic phonics instruction/word study
• Tips for improving fluency and increasing comprehension

The core components of Structured Literacy include:

• Phonology (Sound structure) – Phonological awareness involves the ability to recognize, produce, and manipulate the sounds of speech including rhymes, segmentation, and deletion.
• Sound-Symbol Association (Phonics) – The alphabetic principle is the understanding that letters and letter combinations represent the sounds of spoken language and that letters are blended to form words.
• Syllable Instruction – Each of the six basic syllable types is taught explicitly to determine the sound of the vowel in the syllable and where multisyllabic words should be divided.
• Morphology – Instruction involves the study of base words, roots, and affixes to help students build knowledge regarding the meaning of words should be divided.
• Syntax – The sequence and function of words in a sentence that convey meaning including grammar and language conventions
• Semantics – Instruction includes the comprehension of written language through the study of word meanings and phrases.

Using evidence-based reading strategies provided by a trained and knowledgeable instructor has been demonstrated to be the most effective method of supporting instruction and intervention. Implementing these strategies can make a tremendous difference for readers and those who are committed to improving reading outcomes.

Components of Reading Instruction for Striving Readers

Significant contributions to a greater understanding of effective reading support have also come from science. With MRI and PET technology, researchers now have the ability to compare the brain functions of striving readers with those of good readers. The results of many neurological studies reliably show that the brains of those with dyslexia and other print-based disabilities often do not process language as efficiently and require specific reading strategies to “wire” the brain for print.

The approach that has proven the most effective for struggling readers is called Structured Literacy and includes some of the same elements identified by the National Reading Panel. Structured Literacy is guided by several main principles: instruction is systematic, cumulative, and explicit, and the instructor adapts instruction to meet the needs of the student.

Reading Strategies - Meaning, Elements and Types

Reading is defined as a cognitive process that helps to derive the meaning of words in a specific language.  The reader has to use numerous strategies to decode the information and comprehend its meaning. The strategies refer to acquiring, sharing, and understanding ideas and information or simply language acquisition for better understanding.

Table of Contents

Meaning

Reading strategies often refer to an intelligent and efficient read. It is considered an essential skill that gives the knowledge to look at the world with a fresh perspective and broaden our horizons.

Learning to read is an essential activity in school as students have to read and complete assignments across all the subjects.

Every human being needs to read well as it is a desired skill in whatever activity you do in the professional world. Looking at a press release, creating files, documents, and project plans, conducting meetings, making business plans, etc. requires a person to read effectually.

Essential Elements of Reading Strategies

Some essential elements required to read correctly are as follows

• Phonemic Awareness
• Phonics instruction
• Fluency instruction
• Vocabulary Instruction
• Comprehension Instruction

Different Types of Reading Strategies to Become a Better Reader in a Classroom and Life

It is important to take a positive approach and create strategies to become a good reader. This will keep you in good stead in your life and, of course, in the classroom where students need to read fluently to grasp knowledge and use it accordingly. Some of them are as follows-

1. Read aloud 

one of the best strategies of becoming a better reader is to read aloud. It provides a chance for understanding expressing, phrasing and pronunciation

2. Choral read 

In this strategy, all the students are given a copy of the text and are asked to read aloud together so that they can become confident and fluent readers

3. Paired reading 

This is an enjoyable way to read where two students share the task to read. The students can choose an alternative page or paragraph to read one-by-one. This is important reading strategies for high school

4. Cross-grade buddies 

In this strategy, the students are paired from lower and upper grades to read together. The former kids achieve fluency, and the latter kids develop skills like patience and empathy through this method. This is important reading strategies for struggling readers

5. Ear reading 

As the name suggests, this strategy is about listening to an audio-book when the learner has also opened a book to read. It has proved beneficial in helping struggling readers who have dyslexia. The students have shown a tremendous amount of improvement in school behavior and involvement.

6. Content Raps 

The student has to read aloud an important paragraph with new concepts. They are asked to develop sentences with main ideas, add elements, and discuss ways to find true meaning as part of the Content Raps strategy to become a good and fluent reader.

7. Independent Choice 

The students are either given interesting books or asked to choose one of their choices to read silently and given time to confer with the teacher. This periodic conference has proved a good strategy in encouraging the habit of reading amongst students.

Steps for a Smart and Fast Read

Important steps for smart and fast read are as follows-

1.

It becomes important to know the subject of your read and its purpose beforehand. When you have an initial background to act as a guiding force, then it becomes easier to read fast. Ask yourself what is the reason for the read and how useful it is going to prove, and is it worth the effort?

It is the answer to your questions that will help an individual to select the best-read and also the most effective strategy to read it.

2. Give yourself a few minutes beforehand

When a person knows the purpose of his read, he will want to make better use of his time and apply more. Give yourself a few minutes beforehand if you are looking at steps for a smart and fast read. Preparation is the key at such times, so use the title page or the cover or any other general information you might have dug up to get an overall sense of the content.

This will help in deciding which approach to take. The reader should also get a feel of the tone of the voice that the author has used by going through a page or two, so he can emulate it perfectly. Read the contents to know how the information has been structured and the additional features that it might have.

These small steps beforehand will make your read worthwhile and productive and lead to smart and fast read

3. Identify important information

Extract the basics by using summaries, abstracts, and chapter headings if you are not interested in reading in detail. Focus on user-friendly features like FAQs, bullets, and fact boxes along with graphics and illustrations as it can prove helpful.

Identify important information if you are looking at steps for a smart and fast read. For example, news-related articles will have the first few lines as the most important ones, and an opinion article will have key information in the introduction and summary.

In contrast, a feature will have the most important line in the body. The key is to know where to find important information and use it accordingly

4. Boost your understanding of the subject

If you are looking at steps for a smart and fast read, then boost your understanding of the subject by exploring it in detail. This is when the reader needs more than a basic understanding or just information from a summary and introduction.

Pay attention to concepts, keywords, graphs, charts, and diagrams to explain complex information within the text. Highlight important words and make simple annotations if you are interested in fast and smart read

5. Recall and review the text

If you are looking at steps for a smart and fast read, then recall and review the text.

This powerful technique includes a survey of the material, taking the help of essential questions for better understanding and thorough read, recall, and review of the test to check your knowledge and increasing your chances of remembering.

6. Control the environment you read

If you are looking at steps for a smart and fast read, then control the environment you read. Pay attention to your surroundings and the time of the day for productive study.

If you want to read for leisure, then nighttime is the best environment, but if you’re going to read a difficult or an in-depth study, then the morning environment is the best time.

Conclusion

Reading strategies help in developing essential skills in the learning process. When applied correctly, they have proved useful tools in personal and later professional development and growth.

Library Navigator: Strategies for Reading

Strategy is a set of methods arranged in a certain sequence and aimed at reaching certain targets.

Strategy reading - the path and program of action of the reader. Selected for a specific purpose text. The term was born at the dawn of psycholinguistics in the works of K. Goodman and P. Kolers.

Strategies readings can be used in discussions and commented readings, in library lessons, become part of the interactive elements cultural event. nine0006

1. Classification of reading strategies:

2. Description of reading strategies

Materials for scripting activities using reading strategies:

methodical recommendations for reading aloud [Electronic resource]: website // Samara Regional children's library. – Access mode: http://www.sodb.ru/node/486.

tricks semantic reading [Electronic resource]: website // Methodical workshop "Development and implementation of the semantic reading strategy in the educational space of the school on stage of the introduction of the Federal State Educational Standard LLC. – Access mode: https://sites.google.com/site/ucitelamv/home/klassifikacia-priemov-smyslovogo-ctenia. nine0006

Development semantic reading in the context of the implementation of the Federal State Educational Standards of the OO [Electronic resource]: a collection of abstracts international scientific and practical conference. April 7, 2016 / State autonomous educational institution of additional professional education "Institute for the Development of Education and Social Technologies". - Kurgan, 2016. - 156 p. - Access mode: http://kna-s6.edu.27.ru/files/uploads/docs/smuslchten/oput/megdunarodnaya_nauchno_prakticheskaya_konferentsiya.pdf.

Romanicheva, E. S. Reader. Reading. Book: dictionary / E.S. Romanicheva, G. V. Prantsova. – M.: Bibliomir, 2018. – 208 p. nine0006

Smetannikova, N. N. Education of the reader in a culture-creating model of education [Electronic resource]: website // Interregional Center for Library Cooperation. - Access mode: http://www.mcbs.ru/files/File/smetannikova(1). pdf.

Strategies reading [Electronic resource]: site // Solnechny. – Access mode: http://www.selezneva-lichnost.ru/index.php/strategii-chteniya.

Reading with stops [Electronic resource]: blog // There is happiness! – Access mode: http://bdb100ktn.blogspot.com/2015/02/blog-post_27.html. nine0006

LIST SOURCES

1.

Zagashev AND ABOUT. Reading in the library. Strategy "Reading with stops" / I. O. Zagashev. - M.: Chistye Prudy, 2010. - 31 p.

2.

Prantsova GV, Modern reading strategies: theory and practice. meaningful reading and work with text: textbook / G. V. Prantsova, E.S. Romanichev. - 2nd ed., correct and additional - M. : FORUM, 2015. - 368 p.

3.

Read+. Preparation of teachers and librarians for the implementation of an interdisciplinary program "Fundamentals of semantic reading and working with text": textbook-method. allowance / auth.-stat. and scientific editor T. G. Galaktionova. – M.: RSHBA, 2018. – 164 p. nine0006

R. S. Sakharenkova

Methods for teaching the strategy of semantic reading and working with text

systematization and speed of processing put theorists and practitioners of education in front of the need to develop new approaches to teaching reading.

Issues:

- children have a low reading speed, as a result of which they spend a lot of time preparing homework,

- they often do not understand the meaning of what they read due to reading errors and incorrect intonation,

- they cannot extract the necessary information from the proposed text, highlight the main thing in what they read,

- find it difficult to briefly retell the content,

- when doing independent work, tests of different levels, students make mistakes due to misunderstanding of the wording of the task,

- rarely refer to cognitive texts.

That is, a serious contradiction arises: on the one hand, the modern world brings down a huge amount of information on us, on the other hand, our children do not read much, do not have semantic reading skills, and do not know how to work with information.

It is not so important to read a lot, it is much more necessary to process what you have read in your mind in a quality manner. Having comprehended and structured the text in a certain way, it is much easier to convey its content and learn the main thing. nine0006

The current interdisciplinary curriculum, provided for by the new educational standards, is the program "Fundamentals of semantic reading and working with text." The program is aimed at forming and developing the foundations of reading competence necessary for students to implement their future plans, including continuing education and self-education, preparing for work and social activities. Today, reading, along with writing and computer skills, is one of the basic skills that allow you to work productively and communicate freely with different people. Reading is a universal skill: it is something taught and something through which one learns. As scientists have established, about 200 factors affect student performance. Factor #1 is reading skill, which has a far greater impact on academic performance than all of them combined. Research shows that in order to be competent in all subjects and later in life, a person needs to read 120-150 words per minute. This becomes a necessary condition for the success of working with information. Reading is the foundation of all educational outcomes. nine0006

Federal standards include in the meta-subject results of OOP mastering as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives."

Semantic reading is a type of reading aimed at understanding the semantic content of the text by the reader. For semantic understanding, it is not enough just to read the text, it is necessary to evaluate the information, respond to the content. nine0006

In the concept of universal educational activities (Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A., etc.) actions of semantic reading are distinguished, associated with:

tasks;

- definition of primary and secondary information;

- formulating the problem and the main idea of ​​the text.

For semantic understanding, it is not enough just to read the text, it is necessary to evaluate the information, to respond to the content. The concept of "text" should be interpreted broadly. It can include not only words, but also visual images in the form of diagrams, figures, maps, tables, graphs. nine0006

Since reading is a meta-subject skill, its constituent parts will be in the structure of all universal educational activities:

- personal UUD includes reading motivation, learning motives, attitude towards oneself and school;

- into regulatory UUD - acceptance by the student of a learning task, arbitrary regulation of activity;

- in cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration, vocabulary volume. nine0006

- in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display subject content.

The diagram shows groups of meta-subject results related to semantic reading.

To work with the text at each stage, the reader chooses his own strategies. Learning strategies are a set of actions that a learner takes in order to facilitate learning, make it more effective, efficient, faster, more enjoyable, aim and bring learning activities closer to their own goals.0006

The term "reading strategies" was born at the dawn of psycholinguistics, and its appearance is associated with the work of Kenneth Goodman and Peter Kolers (70s). (slide 14) The most general definition of J. Bruner became fundamental for all subsequent works: “A strategy is a certain way of acquiring, storing and using information that serves to achieve certain goals in the sense that it should lead to certain results. ”

In case of success, the student remembers the ways of his actions, operations, resources used, transfers the strategy to other situations, makes it universal. The number of strategies and the frequency of their use are individual. nine0006

Purpose: to form the ability to purposefully read the educational text. Ask questions and lead group discussions.

1. Update. Reception "Associative Bush": the teacher writes a keyword or title of the text, students express their associations one by one, the teacher writes down. The use of this technique allows you to update knowledge, motivate subsequent activities, activate the cognitive activity of students, set them up for work. nine0006

2. Pupils silently read a short text or part of a text, stopping at the indicated places.

3. The teacher asks a problematic question on what has been read.

4. The answers of several students are discussed in class.

5. The students make an assumption about the further development of the event.

Purpose: to form the ability to highlight the main thing, summarize what was read in the form of a thesis, ask problematic questions. nine0006

1. The students silently read the text or part of the text chosen by the teacher.

2. The teacher puts the students in pairs and gives clear instructions. Each student alternately performs two roles: speaker - reads and summarizes the content in the form of one thesis; the respondent listens to the speaker and asks him two substantive questions. Next comes the role reversal.

3. The teacher invites all students to the discussion.

Purpose: to form the ability to work independently with printed information, formulate questions, work in pairs.

1. Students silently read the proposed text or part of the text chosen by the teacher.

2. The students work in pairs and discuss which keywords should be highlighted in the reading. (Which words occur most often in the text? How many times? Which words are in bold? Why?

If you read the text aloud, how would you make it clear that this sentence is the main thing? It is about highlighting the phrase voice, which hides an unobtrusive but reliable memorization.)

3. One of the students formulates a question using key words, the other answers it.

4. Discuss key words, questions and answers in class. Correction.

Purpose: to form the ability to ask questions while reading, critically evaluate information, compare what is read with one's own experience.

1. The teacher instructs the students to divide the notebook into two parts. nine0006

2. In the process of reading, students should write down on the left side the moments that struck, surprised, reminded of some facts, caused any associations; on the right - write a concise commentary: why this particular moment surprised you, what associations it caused, what thoughts it prompted.

Goal: to form the ability to read thoughtfully, evaluate information, formulate the author's thoughts in your own words.

The teacher gives the students the task to write information in the margins with icons according to the following algorithm:

• V Familiar information
• + New information
• - I thought (thought) otherwise
• ? This interested me (surprised), I want to know more

The essence of semantic reading strategies is that the strategy is related to choice, functions automatically at the unconscious level and is formed in the course of the development of cognitive activity. Teaching reading strategies includes the acquisition of skills:

- Distinguishing types of message content - facts, opinions, judgments, assessments; nine0006

- recognition of the hierarchy of meanings within the text - the main idea, theme and its components;

- own understanding - the process of reflective perception of the cultural meaning of information.

Mastering strategies occurs mainly in groups or pairs, which allows students to develop not only speech, but also communicative competence.

The strategy of semantic reading provides understanding of the text by mastering the techniques of mastering it at the stages before reading, during reading and after reading. Working with any text involves three stages: pre-text activity, text and post-text activity

Stage 1. Work with text before reading.

1. Anticipation (anticipation, anticipation of the upcoming reading). Determining the semantic, thematic, emotional orientation of the text, highlighting its heroes by the title of the work, the name of the author, key words, illustrations preceding the text based on the reader's experience.

2. Setting the objectives of the lesson, taking into account the general (educational, motivational, emotional, psychological) readiness of students for work. nine0006

Purpose of stage 1: development of the most important reading skill, anticipation, that is, the ability to guess, predict the content of the text by title, author's name, illustration.

Methods of pre-text activity:

If earlier, according to the traditional method, only one task “Read the text” was given at the stage of pre-reading the text, and the main attention was paid to control of reading comprehension, now we know that the better organized the stage of pre-reading, the easier it is for the student to read the text and the higher the result achieved by him. nine0006

Pre-text orienting techniques are aimed at staging reading and, consequently, at choosing the type of reading, updating previous knowledge and experience, concepts and vocabulary of the text, as well as creating motivation for reading.

Most common tricks:

• Brainstorming
• Glossary
• "Landmarks of anticipation"
• Preliminary Questions
• "Dissection questions".

Brainstorming, Headline Forecast. nine0511