Reading strategies

1. Tia Benjamin
CA 1
RED 4348
Before, During, After Reading Strategy
Tia Benjamin
CA 1
RED 4348
Fall 2017

2. Before Reading Strategies
• Preview the Text
• KWL
• Pre-teach Vocabulary
• Connect to Prior Knowledge
• List-Group-Label

3. Preview the Text
Before reading the text with students the teacher and student/s should look through the text before
reading.
Using this strategy will allow both the student and the teacher to see what the student knows about
the text as well as their knowledge and skill for reading and comprehending the text. Non-fiction
text is different than narrative text and includes different text structure. The teacher should have
students look at:
1. Headings
2. Subtitles
3. Captions
4. Pictures
5. Table of Contents
Doing this will help students to comprehend the text better as expository text does can have a
variety of text structures (Bursuck, p. 282, 2015).

4. KWL
A KWL Chart can be used with students before reading a text to see what
they know about the text from their own experiences and background
knowledge.
A KWL Chart can be used throughout the lesson and will allow both the
students and the teacher to see what they knew before reading, what they
want to know, and what they learned after.

5. Pre-Teach Vocabulary
Before reading the teacher should target vocabulary that is important to
comprehending the text. The teacher should never assume that the students
know what the key vocabulary is because they may not know it.
Accessing key vocabulary in the text will allow students to better understand
what material the text is covering and allow students to spend less time
decoding and trying to access definitions and more time connecting the text to
their own experiences.

6. Connect to Prior Knowledge
All students bring their own knowledge and skills to the reading process which is
important to how they comprehend the text. (Bursuck, p. 283, 2015)
Having students access what they know before reading will allow the students to
make connections and relations to the text as well as showing students their own
knowledge and help them to develop metacognitive thinking skills while reading.
The students will know what that they already know that and can continues to
add to the knowledge.

7. List-Group-Label
List-Group-Label is a vocabulary strategy where students arrange a list of
vocabulary into groups and create a title of category for the words they grouped.
Using this strategy before reading can allow the teacher to see what the students
know about the vocabulary as the students have to critically think about the words
and their meanings in order to compare and contrast the meanings of the words to
put them in groups.

8. During Reading Strategies
• Think Aloud
• Story Map
• WaitTime ThinkTime
• Seed Discussion
• Closed Reading

9. Think Aloud
In this strategy the teacher starts by reading the text out loud and while reading the
teacher models what they thinking. This strategy will help students develop their
metacognitive skills and help them to comprehend the text.
After the students have seen the teacher model thinking the teacher can start having the
students practice this skill with less and less guidance.

10. Story Map
During reading you outline or map out the story with the students. Highlighting the
main idea, characters, setting, plot, sequence etc.
Doing this will help students to see what the text is about. This will help them to
make connections and form a summary of the text.

11. Wait-Time Think-Time
This strategy is the pause between the last words the teacher says in a question and the
first words the students say when answering (Bursuck, p. 293, 2015).
Extending the wait time to at least 3 seconds gives the students more time to think of a
response. Benefits of the added time include:
• More accurate answers
• More responses

12. Seed Discussion
This strategy is done during reading where students participate in discussions with
peers. The students read the text then identify key concepts and main ideas of the
text (seeds) and discuss them with their partners.
This strategy helps students to think critically about the text and requires them to
actively be involved with what they are reading (Seed Discussion, 2017)

13. Closed Reading
In this strategy, students read and reread text to focus on its deeper meaning
(Bursuck, p. 292).
Can be used with complex text to further understanding.

14. After Reading Strategies
• QAR
• Discussion
• Summarize
• Think-Pair-Share
• 3-2-1

15. Question-Answer-Response
Asking students question during reading helps students to retain
information from the text and make connections with their own knowledge
and the text (Bursuck, p. 289, 2015).
This strategy helps students to answer inference questions where answers are
not supplied in the text, but are implied.
This strategy includes:
"Right There" questions
"Think and Search" questions
"On My Own" questions
"Author and Me" questions

16. Discussion
In this strategy the teacher has the students engage in conservation after
reading. Asking questions about the text to help them think about what they read.
This strategy also allows the students a chance to share their thoughts and opinions
on the text and allows the other students in the discussion to see different
viewpoints.

17. Summarize
In this strategy students review the story and discuss the main idea and key
points of the material. Here the teacher could help students do this by
allowing students to use a story map that was used during reading. This will
help students to recall what they read and help them to summarize the text.

18. Think-Pair-Share
In this strategy the teacher asks a questions that is meant to get students thinking
about the text, or something related to the text.
After the question is asked the students share the thoughts or opinions with a
partner.
This strategy is similar to discussions as it allows students to see different
viewpoints and engage in these though provoking conversations

19. 3-2-1
This strategy is given after reading and students write down 3 facts that they have
learned, 2 things from the text they thought was interesting or made them think,
and 1 question they still have about the text.
If students know before they are reading that they be required to provide
information about the text after they read then they will be more actively engaged
in what they are reading because they are accountable for providing the teacher
with something after they read. This strategy will also help students be more
aware when reading helping to strengthen those metacognitive skills.

20. References
Bursuck, W. D., & Damer, M. (2015). Teaching Reading to Students Who Are at Risk or Have Disabilities.
Boston: Pearson.
Seed Discussion. (2017). Retrieved November 2, 2017, from http://www.adlit.org/strategies/22737/