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    10 Strategies of Teaching in Reading

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    Klint Juan Bohol
    The document outlines 10 strategies for teaching reading: 1) Assess students' reading level, 2) Choose materials at students' maturity level, 3) Use interesting materials that match students' interests, 4) Build students' background knowledge of cultural references, 5) Expose students to different text structures, 6) Have students work in groups, 7) Make connections to other subjects and the real world, 8) Provide extended practice with vocabulary and comprehension, 9) Use informal assessments like observations, and 10) Include more formal assessments like essays. The overall goal is to create an interactive class that improves students' reading in a receptive but not passive way.

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    10 Strategies of Teaching in Reading

    Uploaded by

    Klint Juan Bohol
    30 views3 pages
    The document outlines 10 strategies for teaching reading: 1) Assess students' reading level, 2) Choose materials at students' maturity level, 3) Use interesting materials that match students' interests, 4) Build students' background knowledge of cultural references, 5) Expose students to different text structures, 6) Have students work in groups, 7) Make connections to other subjects and the real world, 8) Provide extended practice with vocabulary and comprehension, 9) Use informal assessments like observations, and 10) Include more formal assessments like essays. The overall goal is to create an interactive class that improves students' reading in a receptive but not passive way.

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    The document outlines 10 strategies for teaching reading: 1) Assess students' reading level, 2) Choose materials at students' maturity level, 3) Use interesting materials that match students' interests, 4) Build students' background knowledge of cultural references, 5) Expose students to different text structures, 6) Have students work in groups, 7) Make connections to other subjects and the real world, 8) Provide extended practice with vocabulary and comprehension, 9) Use informal assessments like observations, and 10) Include more formal assessments like essays. The overall goal is to create an interactive class that improves students' reading in a receptive but not passive way.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views3 pages

    10 Strategies of Teaching in Reading

    Uploaded by

    Klint Juan Bohol
    The document outlines 10 strategies for teaching reading: 1) Assess students' reading level, 2) Choose materials at students' maturity level, 3) Use interesting materials that match students' interests, 4) Build students' background knowledge of cultural references, 5) Expose students to different text structures, 6) Have students work in groups, 7) Make connections to other subjects and the real world, 8) Provide extended practice with vocabulary and comprehension, 9) Use informal assessments like observations, and 10) Include more formal assessments like essays. The overall goal is to create an interactive class that improves students' reading in a receptive but not passive way.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    PROJECT

    IN
    DEVELOPMENTAL
    READING 1

    10 STRATEGIES OF
    TEACHING IN READING

    Submitted to: Araceli Derequito


    Submitted by: Klint John A. Bohol
    CPTE - D
    1. Assess level
    Knowing your students’ level of instruction is important for choosing materials. Reading should be neither
    too hard, at a point where students can’t understand it and therefore benefit from it. If students don’t
    understand the majority of the words on a page, the text is too hard for them. On the other hand, if the
    student understands everything in the reading, there is no challenge and no learning. So assess your
    students’ level by giving them short reading passages of varying degrees of difficulty. This might take up the
    first week or so of class. Hand out a passage that seems to be at your students’ approximate level and then
    hold a brief discussion, ask some questions, and define some vocabulary to determine if the passage is at
    the students’ instructional level. If too easy or too hard, adjust the reading passage and repeat the
    procedure until you reach the students’ optimal level.

    2. Choose the correct level of maturity


    While it’s important that the material be neither too difficult nor too easy, a text should be at the student’s
    maturity level as well—it’s inappropriate to give children’s storybooks to adult or adolescent students.
    There are, however, edited versions of mature material, such as classic and popular novels, for ESL
    students, that will hold their interest while they develop reading skills.

    3. Choose interesting material


    Find out your students’ interest. Often within a class there are common themes of interest: parenting,
    medicine, and computers are some topics that come to mind that a majority of students in my classes have
    shared interest in. Ask students about their interests in the first days of class and collect reading material to
    match those interests. Teaching reading with texts on these topics will heighten student motivation to read
    and therefore ensure that they do read and improve their skills.

    4. Build background knowledge


    As a child, I attempted, and failed, to read a number of books that were “classics”: Louisa May Alcott’s
    “Little Women” leaps to mind. It probably should have been a fairly easy read, but it was so full of cultural
    references to life in mid-nineteenth century New England that I gave up in defeat each time. It was not at
    my independent reading level, even if the vocabulary and grammatical patterns were, because of its
    cultural references. Why, for example, would young schoolgirls lust after limes, as the youngest daughter in
    the story, Amy, and her friends do? Cultural material like this would stop me abruptly. Clearly, this was not
    independent reading for me because of its cultural references, and I needed help to navigate this text—to
    explain that limes, a citrus fruit, would have been rare and prized a century ago in New England with its
    freezing winters and before there were effective methods of transporting and storing fruit. Similarly, our
    students, many new to the U.S., would need equal help with such material. It is important for the teacher
    to anticipate which cultural references students might need explained or discussed. This is not easy, of
    course, but can become so through such techniques as related discussion before the reading (e.g., “Who
    knows what the American Civil War was? When was it? Why was it fought?” or “Where is New England?
    Have you ever been there? What is the climate like?”) A discussion before the reading on its topics builds
    background knowledge and the comprehensibility of the text as well as giving the teacher an idea of where
    students’ background knowledge needs to be developed more.

    5. Expose different discourse patterns


    The narrative form is familiar to most students. In addition, it is popular to teachers. It is easy to teach:
    we’ve been reading and hearing stories most of our lives. However, reports, business letters, personal
    letters, articles, and essays are also genres that students will have to understand as they leave school and
    enter the working world. We understand the discourse pattern of a story: that is, its pattern of
    organization. It is related chronologically, for the most part; it is in the past with past tense verb forms; it is
    structured around a series of increasingly dramatic events that build to a climax or high point, and so forth.
    The discourse pattern of an essay for example, may be less familiar but still important to understanding the
    text: that it is built around a series of topics related to one main idea or thesis. Knowing the discourse
    pattern lets the reader know what to expect, and therefore increases comprehensibility.

    6. Work in groups
    Students should work in groups each session, reading aloud to each other, discussing the material, doing
    question and answer, and so forth. Working in groups provides the much needed interactivity to increase
    motivation and learning. Students may choose their own groups or be assigned one, and groups may vary
    in size.

    7. Make connections
    Make connections to other disciplines, to the outside world, to other students. Act out scenes from the
    reading, bring in related speakers, and or hold field trips on the topic. Help students see the value of
    reading by connecting reading to the outside world and show its use there.

    8. Extended practice
    Too often we complete a reading and then don’t revisit it. However, related activities in vocabulary,
    grammar, comprehension questions, and discussion increase the processing of the reading and boost
    student learning.
    9. Assess informally
    Too often people think “test” when they hear the word “assess.” But some of the most valuable
    assessment can be less formal: walking around and observing students, for example, discuss the reading.
    Does the discussion show they really understand the text? Other means of informal assessment might be
    short surveys or question sheets.
    10. Assess formally
    There is also a place for more formal assessment. But this doesn’t have to be the traditional multiple choice
    test, which frequently reveals little more than the test-takers skill in taking tests. The essay on a reading -
    writing about some aspect of Orwell’s “Animal Farm,” for example - demonstrates control of the reading
    material in a way a multiple choice quiz cannot as the student really needs to understand the material to
    write about the reading’s extended metaphor of the farm.

    Teaching reading presents a unique set of challenges because it is a receptive language skill.
    However, if the instructor keeps in mind “receptive” doesn’t have mean “passive” an interactive class that
    improves student reading can be developed.

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