Before, During, and After Reading

1. Strategies for Reading:
Before, During, and
After
Dino Hyde
RED4348
Professor Kinggard
Spring 2017

2. The Who, What, Where, When, Why, and How
▪ Reading strategies form a bridge to the learning and comprehension
of reading.
▪ The use of certain strategies allow students to gather meaning from
a text and solve problems
▪ Reading is impacted by numerous variables, including:
– The Reader
– TheText
– The Context

3. Before Reading:
▪ Before reading strategies help to create a purpose for reading.
▪ They provide the reader with information the text may possibly hold.
▪ These strategies help the reader better understand the text.
▪ Examples Include:
– PictureWalk
– Connect with Prior Knowledge
– Text Features
– Vocabulary is Pre-Taught

4. Picture Walk:
▪ Using a picture walk, the
teacher allows the reader to
view the pictures within the
story.
▪ The student can make
connections to through
predictions, prior knowledge
connection, and relating the
pictures to the story.
▪ This strategy helps the teacher
guide the reader through the
story.

5. Prior Knowledge Connections
▪ Readers understand similarities
with what they’ve read
previously to the current text.
▪ In doing so, the reader asks
questions and share
experiences.
▪ Performing this strategy helps
the reader retain new
information.

6. Text Feature Identification
In reading, the text features are a crucial component to the reader
gaining a comprehension of the text. This is especially true of
expository texts.
Text Features Examples:
• Lists
• DataTables
• Illustration Captions
• Paragraph Headings
• Bold and/or italicized Fonts

7. Pre-Taught
Vocabulary
▪ Using the technique of
skimming the text, the student
identifies and defines unknown
vocabulary terms in the text.
KeyTerms
▪ In identifying the key terms as
well as the vocabulary
unknown in a text, the students
are better prepared to
understand the text.

8. Creating a Purpose for Reading:
When utilizing this strategy the teacher
gives purpose to the text for the reader
thus providing items to look for when
reading.
Examples include:
-Present further activities.
-Create anticipation
-Make reading predictions

9. The time has come to commence reading!!!
This section will cover the exhilarating strategies a teacher and student
may encounter during the reading process.
Utilization of these strategies again helps build comprehension and
activate the readers metacognition of a text.
Examples Include:
-Seed Discussions
-Think-A-Louds
-ReciprocalTeaching
-Fact Charts
-Close Readings

10. Seed Discussions
▪ Students develop ideas to discuss during
reading.
▪ Think about what they don’t understand.
▪ Select vocabulary to discover more.
▪ Portions of the story they enjoy
▪ Parts of the story that activated
knowledge of other readings

11. Think-A-Louds
When using a think-a-
loud the teacher will:
-Connect to prior
knowledge
-Propose questions
-Aid in answering
questions
During a think-a-loud the teacher
will comment and wonder aloud
about the reading. Employing
this strategy utilizes a high
degree of metacognition.

12. Reciprocal Teaching
Working with the students the
instructor requires the reader to
predict their reading. During reading
the reader self-monitors to determine
their predictions.
While making predictions, the readers
question their reading and clarify the text

13. Fact Charts
One of the most well known variations of the fact chart is the KWL
chart. Using something like the KWL chart the teacher and students
chart what they already know, what they want to learn, and what they
actually learn.

14. Close Readings
When reading complex texts the reader may utilize this strategy to help
enhance comprehension of a text. Selecting a passage of the text, the
student will read, reread, and read again to focus on the deeper
meaning of the text.

15. After Reading:
So the book has finished and our
hero’s journey has come to a close.
Whether the story ended with Harry
defeatingVoldemort of a dinner
party in the Hobbit Shire, the
reading process doesn’t end with the
close of a book.
After reading we can use many
strategies to review and summarize
the reading. These strategies also
demonstrate an understanding of
the text has been gained.
▪ Discussions
▪ Summary
▪ Graphic Organizer
▪ Timelines
▪ Composition

16. Discussions:
With the use of discussion the reader is able to harken back to previous
strategies like seed discussions to demonstrate an understanding of
the text. A personal favorite example of this strategy is the use of
debate. Using debate format in class discussion the students can
emulate characters from the story to incorporate other strategies into
their comprehension.

17. Summary
Essentially, the reader takes the text they have read
and explains the specific details and overall idea of
the text. When summarizing the teacher can utilize a
fun format of having the students each provide a
sentence to create a class summarization.

18. Graphic Organizers
Students take
the text
Formulate
connecting
ideas
Examples
Include:
Flow Chart,Venn
Diagram, Spider
Map, orWord
Web
Input
information
learned

19. Time Lines
• Students
begin
reading
• Gather
ideas
about
events in
a text
1855
• Usefule
when
reading
biograp
hies or
historica
l texts
1955
• Gives the
reader an
understan
ding of
when
events
occur
2015

20. Composition: Composing the Text
Using the text as a guide, create a few questions for
the upcoming exam.
1. What is the main idea of the story?
2. Determine at least three critical pieces of
information from the story.
3. Describe the relationship of the questions and
answers.

21. Time to put a book cover on it…
The strategies discussed in this flip chart are simply a
sampling of many tremendous strategies to the reading
process. Utilizing at least a handful of strategies Before,
During, and After reading greatly enhance the process and
journey that is reading. If used often and properly these
strategies make the process of reading a fun and entertaining
event. Enabling the reader to comprehend and think about
what they are reading will aid in them becoming a lover of
reading.

22. Sources
Bursuck.W.D., & Damer. M. (2015).Teaching Reading to Students Who
Are At Risk or Have Disabilities: A Multi-Tier; RTI Approach.
Boston: Pearson Education. Inc.