What are some reading strategies
Strategies for Reading Comprehension :: Read Naturally, Inc.
Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.
In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.
Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.
Questioning
Asking and answering questions about text is another strategy that helps students focus on the meaning of text.
Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
Strategies for Reading Comprehension: Narrative Text
Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will help students understand narrative text.
Story Maps
Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story.
Story grammar includes:
- Setting: When and where the story takes place (which can change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.
- Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop’s Fables or inferred by the reader (more common).
Printable story map (blank)
Retelling
Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.
Prediction
Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations.
Teachers can later ask students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in order to inform, persuade, or explain.
The Structure of Expository Text
Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.
Expository text also often uses one of five common text structures as an organizing principle:
- Cause and effect
- Problem and solution
- Compare and contrast
- Description
- Time order (sequence of events, actions, or steps)
Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.
K-W-L
There are three steps in the K-W-L process (Ogle, 1986):
- What I Know: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the “K” column of their K-W-L forms.
- What I Want to Know: Ask students to write questions about what they want to learn from reading the text in the “W” column of their K-W-L forms. For example, students may wonder if some of the “facts” offered in the “K” column are true.
- What I Learned: As they read the text, students should look for answers to the questions listed in the “W” column and write their answers in the “L” column along with anything else they learn.
After all of the students have read the text, the teacher leads a discussion of the questions and answers.
Printable K-W-L chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies
Tables that compare and contrast data
Time-driven diagrams that represent the order of events
Flowcharts that represent the steps of a process
Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with teacher guidance and eventually work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that support comprehension:
| Read Naturally Intervention Program | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute Reader Live:
|
| |||
| One Minute Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A print-based program with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work mostly independently or in teacher-led small groups of up to six students.
|
| ✔ | ||
Focuses on fluency and phonics with additional support for vocabulary.
Bibliography
Honig, B.
, L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.
Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, M. (1977). Imagery and children’s learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills. School Psychology Review 11(3), pp. 299–305.
25 Reading Strategies That Work In Every Content Area
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by TeachThought Staff
Reading is simply a sequence of symbol interpretation.
By understanding that letters make sounds, we can blend those sounds together to make whole sounds that symbolize meaning we can all exchange with one another.
By mastering the symbols and their most common contexts, reading becomes a practice in thought–less about decoding and more about understanding.
Without getting too Platonic about it all, reading doesn’t change simply because you’re reading a text from another content area. Only sometimes it does.
Science content can often by full of jargon, research citations, and odd text features.
Social Studies content can be an interesting mix of itemized information, and traditional paragraphs/imagery.
Literature? Well, that depends on if you mean the flexible form of poetry, the enduring structure of a novel, or emerging digital literature that combines multiple modalities to tell a story.
This all makes reading strategies somewhat content area specific. Stopping (maybe the most undervalued strategy ever) and Rereading might make more sense in science, while Visualization and Text Connections may make more sense reading literary works.
Questioning the Text may make equal sense in both.
But if you’d like to start with a basic set of strategies, you could do worse than the elegant graphic above from wiki-teacher.com. (Useful site, by the way.) It lists 12 basic reading comprehension strategies, to which we’ve added 13 for a full 25.
Looking for related curricula ideas? Check out our Reading Comprehension Strategy Resources
25 Reading Strategies That Work In Every Content Area
1. Reread
2. Activate Prior Knowledge
3. Use Context Clues
4. Infer
5. Think Aloud
6. Summarize
7. Locate Key Words
8. Make Predictions
9. Use Word Attack Strategies
10. Visualize
11. Use Graphic Organizers
12. Evaluate Understanding
To the above list, we’d add:
13. Question the Text
14. Stop!
15. Monitor & Repair Understanding (While Reading)
16. Paraphrase
17.
Annotate the Text
18. Adjust Reading Rate
19. Prioritize Information
20. Use Graphic Notetaking
21. Predict
22. Set a Reader Purpose
23. Text-connections (text-to-self, text-to-text, text-to-world)
24. Skim
25. SSQ (Stop, Summarize, Question)
We’ll gather these and put them in a Before Reading, During Reading, and After Reading matrix soon. Only because we like you.
See Also: 25 Self-Guided Reading Responses For Fiction And Non-Fiction
25 Reading Strategies That Work In Every Content Area
Effective strategies for working with text in the classroom at school
The ultimate goal of teaching Russian is practical literacy and language competence. The basis of the content of literature as an academic subject is reading and textual study of works of art.
Work with the text as the main didactic unit allows schoolchildren to combine the activities of developing practical skills of literate writing and speech development.
Every teacher dreams that all students come to the lesson prepared: they have completely read this or that work or paragraph. And not just read, but understood the meaning of the text read. During the final certification, the graduate must also understand the meaning of the read text. Whether it is a task to the text or the text itself.
Teachers working in grades 9 and 11 know that most mistakes are made due to misunderstanding of what is read, as well as when reading the assignment itself.
Teaching a child to read “correctly”, “effectively”, “productively” is an important task for a teacher. That is why the technology of productive reading (PRT), developed by Professor N. Svetlovskaya, acquires a leading role and contributes to the achievement of the results that are mentioned in the new standards.
The technology is universal and can be used in lessons of any cycle.
It is aimed at the formation of all universal educational activities: cognitive, communicative, regulatory, personal.
The technology of productive reading differs sharply from the traditional technology of transferring ready-made knowledge to a student. The teacher organizes the children's research work in such a way that they themselves "think" about solving the key problem of the lesson and can themselves explain how to act in new conditions. The teacher becomes a partner, a mentor, an observer.
The developed technology includes three stages of working with text, a three-stage process.
The goal of is the development of anticipation (the ability to guess, predict the content of the text). Task - to develop motivation for reading the text
1. Strategy "Forecast by headline".
Task: think about what can be discussed in the story of K.G. Paustovsky "Warm bread", in the work of P.P. Bazhov "Mistress of the Copper Mountain", etc.
– Try to predict the content by the first line of the story…Remember the name of the story….
Does the content of the story match the title?
Give examples of such discrepancies.
Associative bush (circle, row). Today we will read and discuss the topic… What associations do you have about the stated topic?
2. Strategy "Brainstorm" ("Basket of ideas").
Task: answer the questions before reading the text (fairy tales "Warm bread") - What do you know about K. G. Paustovsky? What do you think the story will be about? Who can be the main character? What event in the story can be described.
3. Strategy "Image of the text".
Task: check your assumptions. Based on the words taken from the text, try to make a short plot story. The title of the story is given.
4. Strategy "Battery of questions".
Task: make up questions to the text according to the title, according to the illustrations.
5.
Glossary strategy.
Task: look at the list of words and mark those that can be related to the text. When you finish reading the text, go back to these words and look at their meaning and the use of words used in the text.
6. "Competing with the writer" strategy.
Task: try to predict the content of the book by looking at the illustrations. One student offers his version, the rest complete it.
7. Strategy "True and False Statements".
8. Strategy I know, I want to know, I found out.
Stage 2 - stage of text activity.
The purpose of is to understand the text and create its reader's interpretation, summarizing part of the read text, asking questions of a general nature, making assumptions about the further development of the plot and the role of characters in the composition of the text, etc.).
The main task of is to ensure the full perception of the text.
The main strategies at the stage of text activity are dialogue with the author, commented reading.
1. Strategy "Reading in a circle". The text is read in turn (each "circle member" reads a paragraph). After this, a stop follows: everyone asks questions to the read passage. If the question cannot be answered (it does not correspond to the text), then the question is considered incorrect. * All correct questions can be recorded.
2. Silent reading with questions strategy.
3. Strategy “Reading to yourself with notes. (Insert)" . Marginal notes: + - knew; - - new; ? - interesting; V is unclear. Others are possible: B - question; O - answer; Z - I know; N - new; And - interesting; X - I want to know; C - ask; U to clarify.
4. Strategy "Reading with stops". Reading the text with stops, during which tasks are given in the form of questions: some are aimed at checking understanding, others - at predicting the content of the next passage.
5. "Pose a problem - offer a solution" strategy. Remember what problems the heroes of the work face (the problem is formulated and written down in an oval). Next, the children can name several problems, students are divided into groups and offer all kinds of solutions to problems.
6. Strategy "Creating a question plan". The student carries out a semantic grouping of the text, highlights the strong points, divides the text into semantic parts and titles each part with a key question…….
Stage 3 – stage of post-text (post-text) activity.
The purpose of is to correct the reader's interpretation in accordance with the author's meaning.
The main task of is to provide in-depth perception and understanding of the text, to raise a question to the text as a whole, followed by a conversation, the result of which should be an understanding of the author's meaning. Re-addressing the title, illustrations, performing creative tasks.
2. Question tree strategy Crown – what? where? when? Barrel - why? How? Could you? Roots - how to relate the text to life? With current events? What is the author trying to show?
3. Strategy "Bloom's Cube" (Benjamin Bloom is a famous American teacher, author of many pedagogical strategies = technician).
The beginnings of the questions are written on the faces of the cube: “Why?”, “Explain”, “Name”, “Suggest”, “Think up”, “Share”. The teacher or student rolls the die.
It is necessary to formulate a question to the educational material on the side on which the cube fell.
The “Name” question is aimed at the level of reproduction, i.e. at the simple reproduction of knowledge.
Question "Why" - the student in this case must find cause-and-effect relationships, describe the processes occurring with a certain object or phenomenon.
“Explain ” question – student uses concepts and principles in new situations.
All of the above strategies provide for serious work with the text, its deep analysis and understanding, the organization of independent cognitive activity of students on educational material. socially moral experience and makes you think, knowing the world around you.
Technology Advantage:
1. Applicable in the lessons of any cycle and at any level of education.
2. Focused on personal development.
3. Develops the ability to predict the results of reading.
4. Promotes understanding of the text in the lesson.
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Library Navigator: Reading Strategies
Strategy is a set of methods arranged in a certain sequence and aimed at reaching certain targets.
Strategy reading - the path and program of the reader's actions. 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.
one. Classification of reading strategies:
| Feature | Subspecies | |
| By relation to text | Pretext | Cerebral assault Landmarks anticipations dissection question preliminary questions Battery questions Glossary Alphabet round table Reading in a circle Read and speak out Theatre at the microphone |
| Text | Timeout Reading with stops Reading in litters Strategies guided reading Strategy reader responses | |
| Posttext | Battery questions after text Where answer? Checking sheet | |
| Complex (all above steps) | ||
| By attitude to mental activity | cognitive (with one type of text) | Intellectual-cognitive Information-cognitive Cognitive-mnemonic |
| Metacognitive (with all types) | Ask author reasoning out loud Pre-, post-test assignments Verification sheets Definition difficulty understanding | |
| Strategy speech activity | Audition Speaking Letters | Communication Reflective |
2.
Description of reading strategies
| Strategy name | Definition |
| 1. Pre-text strategies activities | Update previous knowledge and experience related to the text. |
| 1.1. Brainstorming | Readers name associations, arising from the title of the text. |
| 1.2. Anticipation landmarks | The librarian prepares some judgments related to the text and invites readers to mark those with which they agree. |
| 1.3. Battery of questions | Identification, through surveys, readers' knowledge of the topic of the text. |
| 1.4.Round table alphabet | Readers receive a sheet divided into cells, each with a letter of the alphabet. A task - write in each of them a word related to the topic of the text. |
| 1.5. Reading in a circle | Alternate reading aloud for better understanding and enhancing the attention of readers. |
| 1.6 Read aloud and speak out | Paired Reading Strategy: First the participant reads aloud, and the second speaks on a certain librarian topic (make a comment, raise a question, predict the continuation, identify difficult or incomprehensible). |
| 1.7. Theater at the microphone | Role reading. |
| 2. Texting strategies activities | Called to do the reading interactive, teach how to combine parts of the text into a single whole, conduct monitoring understanding of the content of the text. |
| 2.1. Timeout | The librarian determines the time for reading, then readers retell the content of the text in pairs, summarize or make predictions about future developments. |
| 2. | After reading the passage, the reader answers questions from the librarian. |
| 2.3 Reading with marks | The reader makes notes: understood, I don't understand, we need to discuss. The strategy is aimed at reflecting one's understanding text. |
| 2.5. Directed strategy reading | Separate passages of text are read sequentially with stops for discussion on issues that offered to young readers by adults. |
| 2.6. Reader strategy responses | Recording reader responses to questions about the main events of the story, their nature, the problems of the characters, the climax and plot organization. |
| 3. Post-text strategies | Thinking about the text and doing assignments. |
| 3.1. Battery of questions after text | Issues related to understanding text and its critical evaluation. |
| 3.2. Where's the answer? | Finding an answer to a question in text, between lines, matching different parts of the text |
| 3. | Reader at home or in the library answers the questions of the "checklist" compiled by the librarian. |
| 4.Cognitive strategies | Assume reflection readable text. The strategy is suitable for reading educational scientific texts. |
| 4.1.Intellectual-cognitive | Highlighting while reading key words, concepts, establishing connections and grouping, classification, induction and deduction. |
| 4.2. Information-cognitive | Search for specific information in text according to the given criteria. |
| 4.3 Cognitive-mnemonic | Assumes an organized memorization using keywords, schemes. Also includes strategies "landmarks anticipation of information" and "K-W-L" - "I know - I want to know - I found out." |
| 5. Metacognitive Strategies | Knowledge through the mechanism of self cognition: monitoring and self-monitoring of text comprehension, search for problematic questions in the text, tasks. Effective when working with any text and may include pre-, post- and text activities. |
| 5.1. Ask the author | The reader learns to think while reading by searching for answers to the difficult ones previously marked by the librarian places in the text. |
| 6. Communication Strategies | Interaction with the author and by other readers. Includes "G-S-R" strategies (abstract - a brief retelling - retelling), "RAFT" (reading taking into account the chosen role). More details - in the educational and methodical allowances Reading+. Preparing teachers and librarians for implementation interdisciplinary program "Fundamentals of semantic reading and working with text": study method. allowance / ed.-comp. and scientific editor T. G. Galaktionova. - M.: RSHBA, 2018. - S. 53-55. |
| 7. Reflexive Strategies | Combine reading with stops and role play. The librarian distributes the roles of expert, reporter and observer between readers previously divided into three. |
When reading, there is a revision and explanation of the marks. 
The strategy allows you to guide the discussion text while reading. 
2 Reading with stops 
The recording form is given in the textbook Prantsova G.V., Modern reading strategies: theory and practice. Semantic reading and work with text: textbook / G. V. Prantsova, E.S. Romanichev. - 2nd ed., corrected. and additional - M . : FORUM, 2015. - S. 62-63. 
3. Checklist 
The task is to speak out reading a piece of text according to the role. For example, an expert presents the content of the material in the categories "interesting, known, difficult, unclear", the reporter summarizes what the expert said in the form of indirect speech, the observer comments on their work. 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.
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.
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.
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.
Reading+.
