Different types of reading strategies

Teach the Seven Strategies of Highly Effective Readers

To assume that one can simply have students memorize and routinely execute a set of strategies is to misconceive the nature of strategic processing or executive control. Such rote applications of these procedures represents, in essence, a true oxymoron-non-strategic strategic processing.

— Alexander and Murphy (1998, p. 33)

If the struggling readers in your content classroom routinely miss the point when “reading” content text, consider teaching them one or more of the seven cognitive strategies of highly effective readers. Cognitive strategies are the mental processes used by skilled readers to extract and construct meaning from text and to create knowledge structures in long-term memory. When these strategies are directly taught to and modeled for struggling readers, their comprehension and retention improve.

Struggling students often mistakenly believe they are reading when they are actually engaged in what researchers call mindless reading (Schooler, Reichle, & Halpern, 2004), zoning out while staring at the printed page. The opposite of mindless reading is the processing of text by highly effective readers using cognitive strategies. These strategies are described in a fascinating qualitative study that asked expert readers to think aloud regarding what was happening in their minds while they were reading. The lengthy scripts recording these spoken thoughts (i.e., think-alouds) are called verbal protocols (Pressley & Afflerbach, 1995). These protocols were categorized and analyzed by researchers to answer specific questions, such as, What is the influence of prior knowledge on expert readers’ strategies as they determine the main idea of a text? (Afflerbach, 1990b).

The protocols provide accurate “snapshots” and even “videos” of the ever-changing mental landscape that expert readers construct during reading. Researchers have concluded that reading is “constructively responsive-that is, good readers are always changing their processing in response to the text they are reading” (Pressley & Afflerbach, 1995, p. 2). Instructional Aid 1.1 defines the seven cognitive strategies of highly effective readers, and Instructional Aid 1.2 provides a lesson plan template for teaching a cognitive strategy.

Instructional Aid 1. 2: A Lesson Template for Teaching Cognitive Strategies
Steps	Teacher Script
1. Provide direct instruction regarding the cognitive strategy
a. Define and explain the strategy
b. Explain the purpose the strategy serves during reading
c. Describe the critical attributes of the strategy
d. Provide concrete examples/nonexamples of the strategy
2. Model the strategy by thinking aloud
3. Facilitate guided practice with students
Download chart » (8K PDF)*

Instructional Aid 1.3: A Lesson Template for Teaching Summarizing
Lesson Template for Teaching Cognitive Strategies	Lesson Plan for Teaching Summarizing
1. Provide direct instruction regarding the cognitive strategy
a. Define and explain the strategy.	Summarizing is restating in your own words the meaning of what you have read—using different words from those used in the original text—either in written form or a graphic representation (picture of graphic organizer).
b. Explain the purpose the strategy serves during reading	Summarizing enables a reader to determine what is most imporant to remember once the reading is completed. Many things we read have only one or two bid ideas, and it’s important to identify them and restate them for purposed of retention.
c. Describe the critical attributes of the strategy.	A summary has the following characteristics. It:   –Is short   –Is to the point, containing the big idea of the text   –Omits trivial information and collapses lists into a word or phrase   –Is not a retelling or a “photocopy” of the text
d. Provide concrete examples/nonexamples of the strategy.	Examples of good summaries might inlude the one-sentence book summaries from The New York Times Bestsellers List, an obituary of a famous person, or a report of a basketball or football game that captures the highlights. The mistakes that students commonly make when writing summaries can be more readily avoided by showing students excellent nonexamples (e.g., a paragraph that is too long, has far too many details, or is a complete retelling of the text rather than a statement of the main idea.
2. Model the strategy by thinking aloud.	Thinking aloud is a metacognitive activity in which teachers reflect on their behaviors, thoughts, and attitudes regarding what they have read and then speak their thoughts aloud for students. Choose a section of relatively easy text from your discipline and think aloud as you read it, and then also think aloud about how you would go about summarizing it — then do it.
3. Facilitate guided practice with students.	Using easy-to-read content text, read aloud and generate a summary together with the whole class. Using easy-to-read content text, ask students to read with partners and create a summary together. One students are writing good summaries as partners, assign text and expect students to read it and generate summaries independently.
Download chart » (9K PDF)*

McEwan, 2004. 7 Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement. Wood, Woloshyn, & Willoughby, 1995. Cognitive Strategy Instruction for Middle and High Schools.

McEwan, E.K., 40 Ways to Support Struggling Readers in Content Classrooms. Grades 6-12, pp.1-6, copyright 2007 by Corwin Press. Reprinted by permission of Corwin Press, Inc.

10 Best Reading Strategies for Students

Reading is one of the essential skills students need to learn to succeed in school and college. However, not all students are good readers, and that is where reading strategies kick in, and even among those who are, there are different types of good readers.

Teachers have to be concerned with the unique learning styles of students. Learning styles can be visual, auditory, and tactile. However, cognitive styles can also be verbal or non-verbal and sequential or global. These various learning styles play an essential role in helping teachers decide how to teach each student best to learn and comprehend lessons.

If you are trying to get your students to be better readers, use some reading strategies when teaching reading to your students.

10 Effective

Related Reading: Strategies for Implementing Scaffold Learning in the Classroom

1. Read with Expression

The first strategy to implement is teaching your students to use their voices when reading. If they read a sentence with an exclamation point at the end, they should read it in an excited voice. If they read a sentence with a question mark at the end, they should use an interrogative voice. This takes very little instruction and practice, but it helps your students understand what they are reading better by engaging in the text. This can drastically improve their comprehension skills and help them build fluency skills.

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2. Set a Purpose for Reading Strategies

Setting a purpose for reading is another effective strategy for teaching reading comprehension. When students are assigned a novel or short story to read, have them write out their purpose beforehand.

3. Schema

One of the most effective strategies for teaching reading is called Schema. This strategy asks students to connect what they already know with new concepts presented within the text. The idea is that when you can associate further information with what you already know, you will learn it faster and retain it longer.

For example, if you know how to drive a car and are told that your car has four cylinders under the hood, you will understand that these objects allow your engine to work correctly because you already understand how an engine works. This can help you learn more quickly than someone who knows nothing about cars or engines.

4. Teaching Students to Read a Text

This is very important because it helps them develop their reading and writing skills to read better when they are older. It also helps them learn how to spell things correctly, which will help them in school and tests later on in life.

5. Make Reading Fun 

One of the most important strategies is to make reading fun. You can do this by playing games, doing crafts, and getting the children involved in other activities that include reading. This is especially helpful if you have an older child struggling with reading. They will be more likely to participate in activities that involve reading when they are having fun at the same time.

Preparing for Reading with Pre-Reading Activities:

• Read the title, subtitle, and table of contents.
• Read any questions that come before the text.
• Look over headings and pictures or illustrations.
• Skim the reader to get an idea of the general topic or theme.

Related Reading: Best Tips for Creating a Healthy Student-Centered Learning Environment

1. Questions & Doubts

Have students stop periodically during their reading and write down questions about characters or events in the story or text. Ask them questions to help activate prior knowledge and engage their critical thinking.

2. Connect & Predict

Have students connect what they already know and the topic of the story or book they will be reading. Ask them to predict what might happen in the story or text based on the title, illustrations, or cover. Ask them if they think characters will change as the story progresses.

3. Reading Aloud

Model fluent reading by reading aloud a part of the text for your students. This is important for English learners and all readers since it demonstrates how fluent readers sound when they read.

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4. Conducting Discussions

Reading and discussion are linked, as one enhances the other. When we discuss a text we’ve read, we better understand it, see new things in it that we hadn’t noticed, gain insights into the writing process, and hear different perspectives on what it is saying.

Discussions are a way to assess the students’ understanding and help them understand texts more completely.

The Benefits of Using

Reading strategies as a mental process helps the reader efficiently comprehend text. In other words, they’re the tools readers use to understand what’s written on a page. These strategies can be taught directly to students and are critical for literacy development.

There are several benefits to using reading strategies before, during, and after reading: 

1. Understanding how text is organized can help kids understand what they read. A reading strategy like previewing can give an overview of the text organization before reading and using this information. In contrast, reading can help you read a passage in detail or skim it.

2. Reading strategies can help monitor comprehension by checking what kids understand during and after reading. Asking questions during reading enables them to check to understand. Summarizing and retelling helps review understanding after reading.

3. There are several ways to retrieve information from memory that can enhance comprehension. For example, retrieving data from the text is easier if kids use some mnemonic device to create a link between the new information and familiar information already stored in your long-term memory.

4. Reading strategies can help students access information that is not explicitly stated. They help readers infer meaning, make conclusions and generalize information. Reading strategies are beneficial for texts that have complex ideas and vocabulary. Students can use them to develop comprehension skills and become better readers.

The Opportunities that Come Along Using

Related Reading: Ways to Implement Restorative Practices in the Classroom

Reading strategies are actions that a reader takes to help construct meaning from text. The term reading comprehension refers to the understanding of what is read.

Early childhood education programs provide the opportunity to learn to read. It has been shown that early intervention can significantly improve a child’s success in reading.

The opportunities available when one uses reading strategies are endless. Reading strategies provide a way for readers to make sense of the text. This can be difficult for some students who have not been taught specific strategies to help them grasp the meaning of what they are reading.

There are simple, easy-to-use strategies to help you become a successful reader. Reading strategies can give kids a roadmap to become better readers. Your students will be more involved in the books they read, which will keep them interested in what they are reading.

Bottom Line

Reading is one of the biggest and most important subjects in any school or university curriculum. Students are encouraged to read as much as they can, but many people still find it hard to read a book, and some even find reading boring. However, reading is one of the critical factors to succeed in academia because good readers are also good writers. 

Reading strategies help students understand what they read in terms that are easy for them to understand. They also help students find new ways to make reading more fun and more accessible to comprehend what they just read. Any educator can use SplashLearn to teach reading and language arts skills.

What are the three main types of reading strategies?

The three different types of reading strategies are skimming, scanning, and in-depth reading.

What are reading strategies?

Reading strategies is the broad term used to describe the planned and explicit actions that can help readers translate print to meaning.

Why are reading strategies important for readers?

Reading strategies are solely used to boost comprehension of the text. Reading strategies are essential to teaching students how good readers think. 

How can reading strategies be improved?

By implementing reading strategies and changing how students read, teachers can improve their reading comprehension and make reading more accessible and enjoyable.

Strategies for reading and understanding texts

Content

1. What are the strategies for reading and understanding texts?
2. How do parents of children with dyslexia find support?
3. Are there reading programs in kindergartens?
4. At what age should a child learn to read?
5. How does reading affect the worldview?
6. Is the so-called “SMS language” a danger or an alternative?

Alexander Nikolayevich Kornev, Doctor of Psychology, Candidate of Medical Sciences, answers questions. A person who has been studying the meaning of texts for many years.

What are the strategies for reading and understanding texts?

Alexander Nikolaevich: Despite the fact that reading is an important and significant area in our lives, one cannot fail to say that this is a serious work that requires considerable effort. An adult becomes able to read, loves to read after he, while a child, has been learning this for quite a few years. We can say that reading is the art of penetrating the text. What we understand by reading is a synthesis of the information contained in the text and our knowledge. Each of us has accumulated our own life experience and, reading the text, we give rise to individual associations. These associations and depth of immersion in the text vary greatly from reader to reader. It is a mistake to think, as they often say in school, that the author laid down some content, and the task of the student is to learn how to extract it. In fact, everything is more complicated: in the process of reading, a kind of dialogue between the reader and the text takes place, which gives rise to the result .

In order to penetrate into the process of reading and understand it, a number of studies were carried out using the eye-tracking procedure - tracking eye movements during reading. Research has shown that adults have different strategies for scanning text.

Continuous fast reading

Continuous fast reading strategy, when the eye goes through all the lines, one by one. This strategy is not the most efficient, and it is also quite time consuming. The study was conducted on a sample of students and it was determined that 10-15% of them have only this strategy. And, accordingly, even when it is not needed, they still spend a lot of effort and time using it. The school has different priorities, so the use of a variety of reading strategies is not taught there.

Selective reading

Another strategy is selective reading, where the reader selectively reads what interests him and skips the rest. It is more economical than the previous one. It is often used by competent readers.

Diagonal reading

The extreme expression of selective reading is called "diagonal reading". Skimming through the text, the reader chooses the key points of the content of the text and synthesizes the whole. This strategy is the most economical, but requires special training. Although some master it on their own.

It is also impossible not to say that there are children who, having quite sufficient mental abilities, intellect, spending many years at school cannot learn the full skill of reading. For some children, this concerns mainly reading technique, for others, understanding also complements the problem.

Many of these children are not visible, and their difficulties are invisible not only to teachers, but also to parents. This was shown by recent mass surveys, which were initiated by the Association of Parents of Children with Dyslexia. These children experience enormous hardships, but often do not receive help. Studying them is just one of our tasks. In Russia, this problem, unfortunately, has not been actively studied for many years. And now the Laboratory of Neurocognitive Technologies of the National Research Center and the Department of Logopathology of the St. Petersburg Pediatric Medical University in Russia are perhaps the most active in such studies.

Representatives of different sciences participate in these studies, because reading requires the use of resources of a very different nature: cognitive, physiological, linguistic. And psychologists, linguists, psychophysiologists and doctors are participating in the study of this issue. Interdisciplinarity for the development of this problematic is very important.

How do parents of dyslexic children find support?

Alexander Nikolaevich: This question is very topical and difficult. I would divide parents into 2 categories: the first, not very numerous, those who try to find help, do their best, literally devote themselves to helping the child. And, most importantly, they treat him sympathetically, condescendingly, psychologically support him.

And another category is parents, who, alas, underestimate the seriousness of this deficiency and the severity of the child's experiences. Often, they see the reason for the child's lagging behind in negligence, bully the child, forcibly force him to read a lot. As a result, they exacerbate the child's feelings, but do not help.

It turns out that actually far fewer parents seek help than needy children, and also because at the moment there is no network of centers where dyslexics would be helped effectively.

Therefore, we are going to meet ourselves. We go to schools, because often such children remain unidentified. And we are starting to move towards providing assistance, including with the help of a specially developed digital methodology hosted on the SLOGY.RU online platform. The creation of a digital methodology has made it possible to make a breakthrough in the provision of effective and affordable assistance. Because anywhere in Russia, anyone who has access to the Internet can get help, even if there is no speech therapist nearby.

Are there reading programs in kindergartens?

Alexander Nikolaevich: Of course, there is. There are several such recommended lists in preschool education programs. They contain works that are read to children. And they are sorted by age. But the fact is that reading aloud to children is an art. Being a reader does not mean just reading. And when it comes to children, this is especially important.

First, the reading must be expressive and artistic. Secondly, it should not be formal.

For example, this is what is called reading-dialogue, when the reading of a fairy tale is interspersed with a conversation, a dialogue with children. When they are invited to give their opinion. Not the one that is imposed on them, but their own impression that arose when listening to a fairy tale. Unfortunately, many institutions do not pay serious attention to this. This kind of reading, fairy tales, narratives allows, if it is done correctly, to infect the child with an interest in stories. First, an adult reads them, and then the child wants to do it himself. Of course, the family plays a huge role here.

Studies have shown that the more parents are interested in reading, the more often they read, the more likely that the child will develop an interest in reading. And it helps a lot if the child has difficulties. That is, a lot depends on the attitude of adults to the book, on the value position of reading.

Unfortunately, in our society, this is not as good as we would like. And adults began to read less often, and children are much less likely to reach for a book. In other words, this is a social problem, and not just a methodological one.

At what age should a child learn to read?

Alexander Nikolaevich: if we talk about the average figures that are known, then this age coincides with the beginning of schooling - 6.5-7 years. It takes about three years to master the technique of reading. And then the child feels more free in the space of the text and begins to enjoy, he develops interest. He reads of his own free will, and not because he was told at school. But there are many exceptions: there are children who, at the age of three or four, learned to read on their own. However, it is difficult to predict the likelihood of such an early reading acquisition. It is partly genetically determined, but the contribution of the environment is also great: at the end of 19- At the beginning of the 20th century there was a tradition of family reading, when adults read aloud to each other. The kids got into it too. Alas, this tradition has died out and is very rare now, and this infects the child - children have well-developed imitation, and if they see that adults are interested, they become interested too. And they are trying to get into this world. Therefore, the value position of reading, in my opinion, is very important.

How does reading affect the worldview?

Alexander Nikolaevich: When a person reads a book, he creates an imaginary world, forms his own "image of the text", reflects and draws his own conclusions. By thinking, he develops his brain. Figuratively speaking, it builds a kind of processor in the brain that can process texts and extract meanings. On the other hand, literary texts enrich the child's personality. Because in fiction we are given a colossal layer of experience that we are deprived of in real life. And it helps personal growth. This contribution is, of course, invaluable. I'm not talking about the benefits for the development of speech and the enrichment of vocabulary.

Is the so-called “SMS language” a danger or an alternative?

Alexander Nikolaevich: There are different points of view regarding the language of communication on the Internet and its integration into our everyday communication, speech, but they can rather be called opinions - this topic has not yet been seriously studied not only in Russia, but also in the world . In my opinion, cause and effect are often confused here. That is, it's not about the Internet, not about SMS, but about the language poverty of a considerable proportion of the population.

If a child or an adult has a need to communicate with a book, he will not replace it by flipping through pictures or something like that. But if there is no gravity, then the void can be filled with anything.

It is impossible not to mention the change in culture and oral language, which, alas, is not growing in our country, but rather falling. Thus, a vicious circle is created - the poverty of the dictionary makes it difficult to understand the text, and little reading experience limits the growth of vocabulary. And we see this clearly and concretely. Children, reading texts of literature, especially classical ones, sometimes do not understand up to a third, or even half of the full meaning of words. A colleague will add to my words.

Ingrida Balciuniene: I am Associate Professor of the Department of Logopathology at the Pediatric Medical University and Vytautas Magnus University (Kaunas, Lithuania). I study reading problems both there and here. I would like to draw attention to the frequent complaints from parents and teachers that the child does not want to read and does not like the book. He is happy to “sit in a laptop or phone”, but does not want to take up reading. Often in response to this complaint, advice is given: give him an e-book, download it to the tablet, and let the child read and develop. I don't think this is an option. Digitizing a book when the child is presented with the same material on a tablet screen will not help. Book speech is complex, it is characterized by long complex sentences, low-frequency and therefore unfamiliar words to the child. In order for the e-book to really help and the child to read with pleasure, additional technological solutions must be taken. For example, interactivity, intertextuality - so that the child can click on any word that he did not understand, and with this click he would open a definition, an explanation. Such active meaningful and meaningful reading can partially help solve this problem.

Alexander Nikolaevich: And I would add that the contribution of parents can be very large. Alas, in my experience, this happens quite rarely. Reading aloud to children usually ends at the age of 2-3 years and rarely, rarely reaches the beginning of schooling. And when a child has learned to read, parents for some reason think that since he can do it himself, now he no longer needs to read aloud. In fact, it is only after three or four years that the child will begin to understand in any depth what he is reading. This emphasizes the fact that reading aloud by an adult is also necessary for a child at school age. And in many countries this is cultivated: there is even an international society of narratologists, which specifically shares its experience and develops appropriate methods for reading and telling stories to children. You need to make time and spend it reading aloud to your child. Of course, every adult has his own life and his own troubles, but this contribution can hardly be overestimated, because it is a contribution to the formation of the child's personality. And if a child has been taught to appreciate the text and the word at this stage, then self-development will work autonomously.

The material was created on the basis of the presentation by Professor Alexander Nikolayevich Kornev and the research group of the Laboratory of Neurocognitive Technologies of St. Petersburg Pediatric University at the Book Lighthouse festival.

Semantic reading strategies. Working with texts in English lessons

The results of the study showed that in Russia there are big problems in the formation of reading literacy, understood in the broad sense of the word as the ability of students to comprehend texts of various content and format, as well as to use what they read in various life situations . This is a real problem. Unfortunately, children are less likely to pick up a book. They are more interested in computer games, communication in social networks. The rapid introduction of information technology is simply pushing books out of our environment. This is also due to the fact that reading is a laborious process that requires a lot of time, effort, perseverance. ... Let's remember the statistics. A person perceives 20% of information with his eyes, 70% of them through reading. That is, if a child does not systematically read, then he misses about 14% of all the information available to him. So, reading today is a way to meet the times, its speeds and strict requirements. Moreover, the speed and level of reading comprehension must be increased all the time. Indeed, a well-read child quickly catches the meaning of what he read, highlights the main thing. A weakly reading child must read, for example, the condition of the problem several times in order to understand its essence. Fluent readers tend to be better at answering questions about what they have read and have more spelling "sharpness". Finally, a high reading technique contributes to its emotional expressiveness and increases the degree of perception and depth of understanding. And, of course, if a child reads more, he has a large amount of information, and is better oriented in all subjects, has the skills to search for it and communicate.

The federal state educational standards of basic general education are included in the meta-subject results of mastering the basic educational program of basic general education as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres."

According to scientists, it is semantic reading that can become the basis for the development of a student's value-semantic personal qualities, reliable support for successful cognitive activity throughout his life, since in the new sociocultural and economic conditions, reading is understood as a basic intellectual technology, as the most important resource for development personality as a source of acquiring knowledge, overcoming the limitations of individual social experience. Semantic (productive) reading is a type of reading that is aimed at understanding the semantic content of the text by the reader. In the concept of universal learning activities (A.G. Asmolov, G. V. Burmenskaya, I.A. Volodarskaya, etc.), semantic reading actions related to:

• understanding the purpose of reading and choosing the type of reading depending on the purpose;
• extracting the necessary information from the listened texts of various genres;
• defining 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, respond to the content.

How to make working with text in English interesting and exciting? How to interest the study of a foreign language through the text? I tried to trace how semantic reading can become the basis for the formation of a personality, the creation of one's image on the basis of great moral and cultural patterns. “Semantic reading is the perception of graphically designed textual information and its processing into personal-semantic attitudes in accordance with the communicative-cognitive task” A. A. Leontiev, a famous psychologist.

The purpose of semantic reading is to understand the content of the text as accurately and completely as possible, to catch all the details and practically comprehend the extracted information. This is a careful reading and penetration into the meaning with the help of text analysis. When a person reads really thoughtfully, then his imagination is sure to work, he can actively interact with his internal images. A person himself establishes the relationship between himself, the text and the surrounding world. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.

What are semantic reading strategies? Semantic reading strategies are various combinations of techniques that are used to perceive textual information and process it in accordance with a communicative-cognitive task.

Working with any text involves three stages:

1. Before reading the text. Pretext. Pre-reading
2. While reading text. Text. While-reading
3. After reading the text. Posttext. post reading

The most common strategies of semantic reading that I use at different stages of working with text in foreign language lessons:

, terms, keywords, actualization of previous knowledge, diagnostics, formation of a reading mindset with the help of questions or tasks, increasing the speed of reading and the number of readings, motivating the reader, turning on the anticipation mechanism - predicting content, thematic and emotional orientation, developing the ability and habit to think about text before reading.

• “Content Anticipation Guidelines” (true-false, agree-disagree, before-after)
• Brainstorming. (Associations about the stated topic)
• "Glossary". (Updating and repeating the vocabulary related to the topic of the text)
• Preliminary Questions. (Come up with questions that students will look for answers in the text)
• "Dissection of the question." (Semantic guess about the possible content of the text based on its title)
• "Forecast and Impressions". (An attempt to predict the content of the book by looking at the illustrations)

and how I read and how well I understand what I read.

• Circle reading (alternate reading)
• Reading in pairs
• “Reading with notes. Reception Insert»
• v Familiar Information
• + New information
• - I thought (thought) otherwise
• ? This interested me (surprised), I want to know more
• "Reading with questions"
• "Reading with stops"
• "Timeout!" (pauses to save information).
• "Convert text to table"
• "Text compression" (plan in questions, with keywords)
• "Cluster"

The purpose of the post-reading strategy is to apply, use the material in a variety of situations, forms, areas, and include it in another, larger activity. Strategies are associated with the assimilation, expansion, deepening, discussion of what has been read, and the reader's interpretation is corrected by the author's meaning.

• "Relationship between question and answer"
• "Questions after the text" (evaluative, reflective questions related to the critical analysis of the text)
• "Daisy Bloom" (six petals - six types of questions)
  • simple (Who? When? Where? How?)
  • clarifying (Did I understand correctly..?)
  • practical (How can I apply..? What can be done from..?)
  • interpretive (Why?)
  • creative (What happens if..?)
  • estimated (How do you feel?)
• Mutual Questions
• "Sinkwine." (to develop the ability of students to highlight key concepts in what they read, main ideas, synthesize the knowledge gained, show creativity)
• "Pivot tables"
• "True, false, no information"
• "Checklist"
• "Change of perspective" (the student retells the text from the position of the characters)

So, teaching reading strategies develops the ability to interact with the text, to reflect on what is being read and what has been read; it includes comprehension training procedures where the reader analyzes how he understands the content of the text and how to work with it. The development of semantic reading abilities will help to master the art of analytical, interpretive and critical reading. Modern realities require that he not only possess the amount of knowledge on the subject, but also successfully use them in various situations, be able and willing to learn all his life. A creative person must have a tool for self-education, self-education, master the techniques of analysis, synthesis, be able to draw conclusions, reason. Possession of semantic reading skills allows you to study productively from books always. All this can give a person Reading.

Appendix 1

Appendix 2 Text as an object of linguistic research / I.R. Galperin. – M.: Nauka, 2015.

Ponomareva, E.A. Universal educational actions or the ability to learn / E.A. Ponomareva // Municipal education: innovations and experiment.

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