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RED 4348
Professor Kinggard
By: Cathy Taylor
Before, During and After Reading
Strategies
2. What is a Reading Strategy?
Reading strategy's are tools
an individual learns to
engage with the text while
reading independently to
increase comprehension
3. Why are Reading Strategies Important?
“In the reading comprehension domain,
there is abundant evidence that reading
strategies improve reading
comprehension”.
(Bereiter & Bird, 1985; Fuchs, D. & Fuchs, L., 2005; King &
Rosenshine, 1993; McNamara, 2007; Ozgungor & Guthrie,
2004; Palincsar & Brown, 1984).
5. Purpose for Reading
Why am I reading?
• Read to gain information: non-fiction (science,
biographies, social studies)
• Read to learn how to do something
• Read for entertainment – independent reading
• Read to form an opinion – use for opinion
writing
• Read to solve a problem
6. What is Brainstorming?
• Brainstorming is a group activity
that allows students to work
together to solve a specific problem
or discuss specific topic
• Students will examine the title and
cover to collectively decide what the
book is about.
• Students can use mind mapping
organizers to track ideas.
7. Prior Knowledge
• Students make personal connections
to the text
• Students explain and share
connections to text
• Have students use think-pair-share
with a partner to share what they
know about content
• Share with the class
• Use K-W-L charts
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Frontload Vocabulary
• List unfamiliar words to review
before reading text
• Review figurative language such as
metaphors, similes, analogies, idioms
before reading.
• Use reference materials to look up
definitions
• Use Frayer models for clarification
and reference for later in reading
10. Make Predictions
• Use information and pictures shown
on the front and back of book to
predict content
• Examine back of the text to predict or
read information about what book is
about
• Skim book for text features for
additional information
• Engage students in discussion about
text
12. Think-Alouds
• Engage students in active reading by activating metacognition
about text (think about their thinking)
• Students pause after a paragraph or page to think about or
summarize what they just read and take notes as needed
• Students learn from teacher modeling how to read the text.
• Students benefit because they learn to self monitor their
comprehension of a text
13. Reread for Understanding
• Students go back to sections of the text
that are confusing to clarify
understanding
• Students may discover something they
may have missed in the first reading’
• Rereading can help students with
unknown words by using context clues
14. Graphic Organizers
• Students learn to make connections
between information, concept, ideas,
characters by organizing their thinking
• This strategy can be used individually
during independent reading or during
group reading
• Beneficial to students lack attention or
listening skills
15. Visualization
• At key parts of the text students can pause
to imagine a setting, character, event, idea
or process
• Students can make personal connections
with the text which engages students more
with the text
• Increases understanding of the text
16. Stop & Jot
• Use post-it notes while reading to
jot down ideas and notes
• Use notes to write a question about
the text to research later
• Use post-its to write main ideas,
characters, theme, important events
• Use notes to reference for later
discussion, writing or experiment
18. Summarize
• Students learn to find the most important
information in the text, key details and
concepts of text. Students learn to separate
out unimportant information
• Summaries can be verbal or written and done
as a group or individually
• Helps students to think about if they learned
what the author’s intent was
• Helps students comprehend and retain
information
19. Story Maps
• Story maps are a visual representation of
concepts, content, characters, events, etc. to
review information of a text
• Story maps start with main idea, concept,
person and makes connections about key points
and concepts of the text with another
• Creating story maps increases the likelihood of
information being stored in a student’s long
term memory
• Also helps student’s with disabilities increase
comprehension and retelling
20. Questions About Reading
Allows student to learn how to interpret questions
and where to find answers in the text
Types of questions include…
• Literal questions: that students can find in the text
• Think and Search: students need to search and find the answers in
different sections of the book
• On My Own: are based on the text, but cannot found directly in the
test. Students make inferences and connections to the text to answer
questions.
• Author and Me: students do not have to read the text to answer
questions, they use their prior knowledge
21. Discussion
• Students share what they have
learned from the text and learn
from each other information they
may not have considered
• Discuss what difficulties students
had during reading the text
• Students offer solutions or
suggestions of strategies that
could help with understanding
22. Exit Slip: 3-2-1
• Opportunity for students to self check
their own understanding of the text
• Students write 3 things they learned
from text
• Students 2 write events, concepts or
ideas they found interesting
• Students write 1 question they may
have about text
23. References:
Bursuck, W.D., Damer, M. (2015). Teaching
Reading to Students Who Are At Risk or Have
Disabilities. New York, NY: Pearson
McNamara, D.S. The Importance of Teaching
Reading Strategies, (2009). Retrieved from:
ftp://129.219.222.66/Publish/pdf/Teaching%20Re
ading%20Strategies%20-%20McNamara.pdf
All About Adolescent Literacy (2018). Classroom
Strategies Question Answer Relationships.
Retrieved from:
http://www.adlit.org/strategies/19802/