What are the 5 reading strategies

Five (5) Components of Reading :: Read Naturally, Inc.

In accordance with our commitment to deliver reading programs based on research-based instructional strategies, Read Naturally’s programs develop and support the five (5) components of reading identified by the National Reading Panel—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Phonological and phonemic awareness, phonics and decoding, fluency, and print concepts are widely recognized as foundational reading skills.

Phonemic Awareness

Phonemes, the smallest units making up spoken language, combine to form syllables and words. Phonemic awareness refers to the student’s ability to focus on and manipulate these phonemes in spoken syllables and words. According to the National Reading Panel, teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to phonemic awareness.
 Learn more about phonemic awareness

Phonics

Phonics is the relationship between the letters (or letter combinations) in written language and the individual sounds in spoken language. Phonics instruction teaches students how to use these relationships to read and spell words. The National Reading Panel indicated that systematic phonics instruction enhances children’s success in learning to read, and it is significantly more effective than instruction that teaches little or no phonics.
 Learn more about phonics

Fluency

Fluent readers are able to read orally with appropriate speed, accuracy, and proper expression. Fluency is the ability to read as well as we speak and to make sense of the text without having to stop and decode each word. The National Reading Panel’s research findings concluded that guided oral reading and repeated oral reading had a significant and positive impact on word recognition, reading fluency, and comprehension in students of all ages.
 Learn more about fluency

Vocabulary

Vocabulary development is closely connected to comprehension. The larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text.  According to the National Reading Panel, vocabulary can be learned incidentally through storybook reading or listening to others, and vocabulary should be taught both directly and indirectly. Students should be actively engaged in instruction that includes learning words before reading, repetition and multiple exposures, learning in rich contexts, incidental learning, and use of computer technology.
 Learn more about vocabulary

Comprehension

Comprehension is the complex cognitive process readers use to understand what they have read. Vocabulary development and instruction play a critical role in comprehension. The National Reading Panel determined that young readers develop text comprehension through a variety of techniques, including answering questions (quizzes) and summarization (retelling the story).
 Learn more about comprehension

Note: Progress in reading does not necessarily result in progress in spelling. Spelling instruction is needed to develop students’ spelling skills.
 Learn more about spelling

For more information

Learn more about the National Reading Panel
 Intervention programs that address these reading components

Bibliography

Mehta, P. D., Foorman, B. R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional construct: Validation, sources of influence and implications in a longitudinal study in grades 1–4. Scientific Studies of Reading, 9(2), pp. 85–116.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

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What is the High 5 Reading Strategy?

The High 5 Reading Strategy is a simple and effective approach formulated to enhance the comprehensive abilities of students. By using this technique, students are able to understand the material and direct their attention to the details. It thus enhances students learning and helps them prepare for an essay or report submission or even for a test.

There are 5 separate strategies that together form the High 5 Reading Strategy.

1. Activating background knowledge

Research has shown that better comprehension occurs when students are engaged in activities that bridge their old knowledge with the new. For example, a simple question like “what do you know about … (a particular topic)” will stimulate students’ previous knowledge of that topic. This will help them connect the current reading to their already existing knowledge and make the new reading more stimulating and engaging. The strategy allows students to work their way up from an already existing schema, instead of starting a new one.

2. Questioning

Encourage students to frame questions before and after reading to increase their comprehension. Each student should be able to reflect on three main questions, namely, a right now question, an analytical question, and a research question.

A ‘right now question’ focuses on the material presented. What is the essence of the material read? What are the facts that are being mentioned?

An ‘analytical question’ requires students to ponder over what they have learnt. What does the author want me to understand from this material?

A ‘research question’ encourages the students to look for information beyond what is in the text. This allows for more comprehensive active learning to occur.

3. Analyzing text structure

This requires students to learn how to analyze or comprehend the structure of a text. Students are taught to identify the pattern by which writers organize their material. This may be in the form of cause-effect pattern, problem-solution pattern, or a descriptive pattern like a list, web or a matrix pattern. Understanding the pattern in which the material is presented allows the students to comprehend the information better. It is important to teach all the patterns of a text structure to the students, as each structure is different and takes time to learn. They should also be taught to make use of subheadings, labels, captions, tables, graphs, etc. as these help students to understand the material better.

4. Visualization

The fourth strategy stresses on the importance of visualizing the material. Students should be encouraged to form visual images in their head as they read the text, which will help in better comprehension. Research suggests that students should visualize them as structural images or diagrams instead of mere pictures, as pictures have a tendency to fade.

5. Summarizing

The last technique is to summarize the material read. Research has indicated that the ability to summarize enhances comprehension. Block and Pressley defined summarize as “the ability to delete irrelevant details, combine similar ideas, condense main ideas, and connect major themes into concise statements that capture the purpose of a reading for the reader. ” A student making use of the other four strategies will find it easier to summarize the material. They can summarize the material in the form of diagrams, either visually or in writing.

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Discuss here: How can you incorporate the High 5 Reading Strategy in your classroom?

Five Strategies for Effective Reading *

Today, any curriculum involves studying a lot of literature, writing various projects, participating in various conferences and competitions. Without training in an educational institution, at the Olympics, when entering a university or college, there is nothing to do.

Not every person manages to quickly study the resource and remember the most important things. Therefore, Dishelp specialists decided to talk about the most popular reading techniques that will significantly increase the efficiency of preparation, taking into account the minimum time spent. nine0003

The role of reading in a person's life

Reading is not just a skill that a person develops at the beginning of his life and uses it until the end of his days. Reading is an opportunity to develop, correspond to the time, be erudite and ready for any changes.

Often the study of literature becomes a burden for students. It is difficult for them to assimilate what they read, to understand it (where is the truth and where is the lie), to remember important points. In 70% of cases, children do not like to read books, but without this skill it is impossible to live. nine0003

Reading brings certain benefits:

• Expands the outlook of the individual;
• Promotes growth in the profession;
• Helps in solving many problems;
• Instills certain cultural, ethical and other qualities;
• Etc.

No wonder they say: whoever reads a lot knows a lot.

Perhaps the only drawback of reading books is the loss of time (when studying literature, it flies by instantly), deterioration of vision (under uncomfortable conditions). nine0003

The Art of Efficient Reading

If you treat reading as an unloved thing, then the study of literature will turn into masochism: a person will read only under duress, not getting pleasure from it. This approach is inefficient.

If you perceive reading as a kind of art, you can reach unprecedented heights. This theory allows not only to select interesting literature, but also to easily develop oneself, to discover new horizons.

Experts distinguish two positions regarding effective reading:

• Some believe that it is enough to skim through the text to highlight the essence;
• Others are convinced that one must read carefully, deeply. This will allow you to understand the meaning of what is written, determine the position of the author, etc.

In fact, the effectiveness of reading each appears in its own way. One is enough to read the material once to remember the most important points, to understand it. Others will have to hit the wall, re-reading the material several times in order to understand it. Each person is individual and perceives information in his own way. What comes easily to some may be incomprehensible to others. The main thing is not to reproach yourself for "stupidity / stupidity" and inaction. Patience and a little effort! nine0003

Effective Reading Strategies

DissHelp has compiled 5 of the most common and useful literature study methods used by most students and scholars in their research projects. According to the results of a sociological study, it is these methods that allow you to quickly study the material, understand and remember it.

Strategy #1. Pseudo reading.

Have you noticed that the more material to study, the less important points in it. Sometimes meaningful thoughts can be squeezed into a couple of paragraphs. Long texts often contain the author's judgments, background, examples, details that emphasize the importance of a particular concept or thought, etc. In such cases, deep reading takes a lot of time and effort, so it is enough to skim through the text. nine0003

Pseudo-reading involves reading paragraph by paragraph. Here it is important to understand the general meaning of what is written, to determine the structure (what and where is indicated) for orientation. With this reading, it is necessary to write out key words, dates, basic definitions, names, highlight the most important points.

Strategy #2. We read from the end.

At the end of each work, the author sums up everything written above. So why not save time and start learning the material from the end? After all, it is here that the key points and aspects are collected. nine0003

The only disadvantage of this strategy is that without special training and basic knowledge of the subject, it will be difficult to understand the conclusions.

Therefore, before using this technique, you need to familiarize yourself with the topic, have a minimal understanding of it, briefly look at the content of the text (understand the structure and train of thought of the researcher). It is also advisable to study the annotation foreword and the opinions of other experts.

Strategy #3. Scanning.

Scanning is a cursory review of all material. In fact, this is the same pseudo-reading, but here it is important to initially highlight: the surnames and names of theories encountered, dates, names, definitions and terms, formulas, etc. If you write them out in the same sequence as they are indicated in the material, you can get a brief project plan.

When using this strategy, it is important to note the following points from the outset:

• What do you want to know: why are you studying the material?
• What will be useful to you: what terms, formulas and other points do you need for further development, use?

Scanning text allows you to process it in the shortest possible time, but not always the researcher manages to adequately understand all the nuances.

Strategy #4. We set a goal - we get a result.

This technique assumes that even from the beginning of the study of the material, the researcher develops a certain plan:

• What should he learn?
• How much time is he willing to spend on that?
• What result will he get?
• After the first reading of the material, it is necessary to write down complex and incomprehensible terms, and then study them in more detail with the help of additional literature;
• After reading the paragraphs / subparagraphs / chapters or the entire text, you need to write out the main points: what the author is talking about, the evidence base, contradictions;
• Next, we determine how the studied information can be useful to the reader? nine0016
• Determine what you have learned and how you can use it.

This type of information processing makes it possible to understand what has been studied and how to use it in the future.

Strategy #5. We read and write.

It should be noted that this option only applies to drafts. It assumes that the author, as he reads the work (its parts), along the way highlights the main terms and definitions, key points and thoughts of the author. This is done directly in the text using multi-colored highlighters, etc. Agree that spoiling a book in this way is barbaric. nine0003

This option is often used by students when preparing for seminars and exams, when they find answers to the questions, print them out, and then study and highlight the most important.

Reading is an exciting and cognitive process that contributes to the development of personality and professionalism, culture and art, and spirituality. Make good use of your free time.

Semantic reading strategies

The problem of teaching reading is one of the main issues facing pedagogy. According to experts, the current situation in Russia can be defined as a systemic crisis in the reader's culture. nine0003

Today, reading, along with writing and computer skills, is one of the basic skills that make it possible to work productively and communicate freely with different people. But it is not enough to teach a student to read, it is not enough to form and develop his reading technique skills, it is necessary to create such conditions that the student wants to read, gradually comprehending the complex forms of the text, so that his reading competence is formed and developed, and so that he becomes a person who owns the culture of reading. nine0003

Semantic reading includes the ability to comprehend the goals and objectives of reading, the ability to find and extract information from various texts, the ability to work with fiction, popular science, official texts, the ability to understand and adequately evaluate information from a text. To do this, it is not enough just to read the text, it is necessary to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information, which is the purpose of semantic reading. Semantic reading is a meta-subject result of mastering the educational program of basic general education. nine0003

The current interdisciplinary curriculum, provided for by the new educational standards, is the program "Fundamentals of Semantic Reading", which has been tested in the MOU "Secondary School No. points on the Unified State Examination in Russian language and literature, etc.). The content of the program is based on the experience of students working with text in elementary school. In grades 5-6, education is based on scientific, journalistic and artistic texts. nine0003

Semantic reading, as a universal action, is formed through the use of the following technologies and forms of work by the teacher: technology of problem-based learning; interactive technologies; critical thinking technologies.

To work with text at each stage, the student must learn to choose their own strategies. Learning strategies are a set of actions that a learner takes to make learning easier and more effective.

If successful, 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. nine0003

All existing reading strategies can be divided into three groups: pre-text activity strategies; strategies for textual activity strategies for post-textual activity. The most important, in my opinion, are the pre-text tasks, the better this stage is organized, the easier it is for the student to read the text and the higher the result achieved.

Consider some of the strategies used on the example of A. Platonov's fairy tale "The Unknown Flower".

The goal of strategy is to motivate people to read the book.

Quest: Look at the illustrations and suggest your own version of the plot of the book.

The goal of strategy is to update prior knowledge and experience relevant to the text.

Task: what associations do you have about the stated topic? nine0003

The purpose of strategy is to recall important information related to the topic of the text.

1. Who are the pioneers?
2. What do children do at summer camp?
3. What does it take for a plant to grow? Etc.

The goal of the strategy is a semantic guess about the possible content of the text based on the analysis of its title. nine0003

Task: read the title of the text and divide it into semantic parts. What do you think the text will be about?

1. Stop reading

• How did the flower appear in this wasteland? How did he fight hard and not die?
• Did she notice the flower? What do you think happened next?

There lived a small flower in the world. No one knew that he was on earth. He grew up alone in a wasteland; cows and goats did not go there, and the children from the pioneer camp never played there. Grass did not grow in the wasteland, but only old gray stones lay, and between them was dry, dead clay. Only one wind walked through the wasteland; like a grandfather-sower, the wind carried the seeds and sowed them everywhere - both in the black damp earth and on the bare stone wasteland. In the black good earth, flowers and herbs were born from seeds, and in stone and clay, the seeds died. STOP. nine0003

And then one morning the girl Dasha was walking past that wasteland. She lived with her friends in a pioneer camp, and this morning she woke up and missed her mother. She wrote a letter to her mother and took the letter to the station so that it would reach her sooner. On the way, Dasha kissed the envelope with the letter and envied him that he would see his mother sooner than she did. STOP.

The goal of strategy is to teach the reader to read the text thoughtfully by asking increasingly difficult questions. nine0003

Task for the group: read the first paragraph and ask questions, the rest of the group must answer them.

While reading the passage, the student makes notes in the text:

• V - already knew;
• + - new;
• - - thought otherwise;
• ? - I do not understand, there are questions.

4. Reading (alternate aloud)

Our task is to read with understanding, the task of the listeners is to ask the reader questions to check whether he understands the text being read.

The purpose of this strategy is to test the reader's knowledge of the text of the work.

• Did the unknown flower smell?
• When did the flower open its corolla: at the beginning, middle or end of summer? nine0016

The purpose of strategy is to draw attention to the linguistic features of the text that characterize the character.

Quest: Match the hero's name with the quote from the book.

3. Traits of character

The goal of strategy is to teach text interpretation.

Quest: mark the traits that the hero of the book possesses.

Plan.

1. Where and when events take place.
2. Theme and main idea of ​​the work.
3. Highlight the places in the work that made the greatest impression. nine0016
4. Characteristics of the heroes.
5. The language of the work.
6. Opinion and its rationale.

The goal of this strategy is to show one's attitude to the text.

1. Topic (word, concept)

FLOWER

2. Two adjectives showing relation to the topic

BEAUTIFUL, STRONG nine0003

3. Three verbs

BREAKING, FLOWERING, REBIRTHING

4. A four-word sentence

TOMORROW WILL BE A NEW LIFE

5. Synonym for the concept or emotional attitude to the topic

FIGHTER

In conclusion, I would like to emphasize that semantic reading forms cognitive interest, activates the imagination, develops speech, thinking, and also teaches how to work with information.

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