Reading Strategies

ERICA SHANE A.
VALIOS BS CRIMINOLOGY
1. Monitoring comprehension
Students who are good at monitoring their comprehension know when they understand what they read
and when they do not. They have strategies to "fix" problems in their understanding as the problems
arise. Research shows that instruction, even in the early grades, can help students become better at
monitoring their comprehension.
2. Metacognition
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies
to think about and have control over their reading. Before reading, they might clarify their purpose for
reading and preview the text. During reading, they might monitor their understanding, adjusting their
reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After
reading, they check their understanding of what they read.
3. Graphic and semantic organizers
Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams.
Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or
clusters.
4. Answering questions
Questions can be effective because they:
Give students a purpose for reading
Focus students' attention on what they are to learn
Help students to think actively as they read
Encourage students to monitor their comprehension
Help students to review content and relate what they have learned to what they already know
5. Generating questions
By generating questions, students become aware of whether they can answer the questions and if they
understand what they are reading. Students learn to ask themselves questions that require them to
combine information from different segments of text. For example, students can be taught to ask main
idea questions that relate to important information in a text.
6. Recognizing story structure
In story structure instruction, students learn to identify the categories of content (characters, setting,
events, problem, resolution). Often, students learn to recognize story structure through the use of story
maps. Instruction in story structure improves students' comprehension.
7. Summarizing
Summarizing requires students to determine what is important in what they are reading and to put it
into their own words. Instruction in summarizing helps students:
8. Story Maps
Story maps are visual representations of the elements that make up a narrative. The purpose of a story
map is to help students focus on the important elements of narratives-theme, characters, settings,
problems, plot events, and resolution-and on the relationship among those elements.
9.Directed Reading and Thinking Activity (DRTA)
This procedure focuses on reading as a thinking process. Its intent is to teach children to make
predictions throughout reading. Before reading, the teacher asks students to form a purpose for reading
and to make predictions about the content of the story to be read.
10 K-W-L
The purpose of the K-W-L procedures is to help students become good readers by learning to do the
things that good readers do. Specifically it helps students learn to activate their background knowledge
and to set purposes for reading.
11. Questioning the Author
The Questioning the Author procedure involves discussion, strategy instruction, and self-explanation. It
encourages students to reflect on what the author of a selection is trying to say so as to build a mental
representation from that information. Teacher and students work collaboratively, reading to resolve
confusion and to understand the meaning of the text.
12. Reciprocal Teaching

Reciprocal Teaching is the name for a teaching procedure that is best described as a dialogue between
the teacher and students. "Reciprocal" means simply that each person involved in the dialogue acts in
response to the others. The dialogue focuses on a segment of a text the group is reading and is
structured by the use of four comprehension strategies:
13. Transactional Strategy Instruction
Transactional Strategy Instruction (TSI) is a procedure that involves teaching students to construct
meaning as they read by emulating good readers' use of comprehension strategies.
14. The I-Chart Procedure
The I-Chart Procedure is a technique that promotes critical thinking by encouraging students to apply
reading strategies to learn from content-area texts.
15. Partner reading
It allows students to take turns reading and provide each other with feedback as a way to monitor
comprehension. It provides a model of fluent reading and helps students learn decoding skills by
offering positive feedback. It provides direct opportunities for a teacher to circulate in the class, observe
students, and offer individual remediation.
16. Concept map
It helps children organize new information. It helps students to make meaningful connections between
the main idea and other information. They're easy to construct and can be used within any content area.
17. jigsaw
It helps build comprehension. It encourages cooperative learning among students. It helps improve
listening, communication, and problem-solving skills.
18. Story Frames
Similar to story maps, story frames are visual representations that focus students' attention on the
structure of a story and on how the content of the story fits its structure.
19. Transactional Strategy Instruction
Transactional Strategy Instruction (TSI) is a procedure that involves teaching students to construct
meaning as they read by emulating good readers' use of comprehension strategies.
20. The I-Chart Procedure
The I-Chart Procedure is a technique that promotes critical thinking by encouraging students to apply
reading strategies to learn from content-area texts.

Reading Strategies

Uploaded by

Copyright:

Available Formats

Reading Strategies

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reading Strategies

Uploaded by

Copyright:

Available Formats

ERICA SHANE A.

3. Graphic and semantic organizers

Questions can be effective because they:

Give students a purpose for reading

Focus students' attention on what they are to learn

Help students to think actively as they read

Encourage students to monitor their comprehension

6. Recognizing story structure

9.Directed Reading and Thinking Activity (DRTA)

11. Questioning the Author

12. Reciprocal Teaching

13. Transactional Strategy Instruction

14. The I-Chart Procedure

15. Partner reading

16. Concept map

18. Story Frames

19. Transactional Strategy Instruction

20. The I-Chart Procedure

You might also like