Before, During, and After Reading

1. Before, During, & After
Reading Strategies
RED4348
CA1
Donald Robberstad

2. BEFORE READING
• Prior Knowledge
• Word Maps
• Think Aloud
• Semantic Map
• Think-Pair-Share

3. Prior Knowledge
• When students can make connections to the text they are reading, their
comprehension increases. Trying to make sense out what they read with
what they know allows them to become better readers
• Frontloading is a great asset technique to use that helps student activate
their prior knowledge
• Students are more prepared to take in the information they read.

4. Word Maps
• A word map is a visual graphic organizer that engages students in I
developing vocabulary and has them think about different concepts.
• Enhancing students’ vocabulary is important to developing their reading
comprehension

5. Think Aloud
• The purpose of this strategy is to model
how skilled readers can construct
meaning from text.
• Teachers verbalize aloud while
modeling things orally to their
comprehension.

6. Semantic Map
• Grouping, labeling, or listing is a form
of a semantic map.This is designed to
encourage students to improve their
vocabulary, organize concepts, and
categorize.
• The purpose of this kind of map is
visually display meaning based
connections to a word phrase or
related word concepts.

7. Think-Pair-Share
• This technique requires students
to think individually about a
topic or answer to a question.
• Encourages students to share
ideas with classmates
• A collaborative learning strategy
where students work together to
solve a problem or answer a
question about the reading.

8. DURING READING
• Paragraph Shrinking
• Self Questioning
• Visualization
• Shared Reading
• Partner Reading

9. Paragraph Shrinking
• This strategy allows students to take turns reading,
pausing, and summarizing the main points of each
paragraph.
• Students may provide each other with feedback as a
way to monitor comprehension

10. Self Questioning
• The 5 “W’ questions (who, what,
when, where, and why) are great
questions for readers to ask to
become more involved with
comprehension.
• Students reflect and self monitor
what they are reading to engage
themselves in the story.

11. Visualization
• Readers are more inclined to comprehend
and reflect on what they’re reading when
they visualize the story and text.
• Fluent readers can connect with
comprehension through visualizing and
picturing.

12. Shared Reading
• This strategy is an interactive reading
experience that occurs when students join or
share the reading while guided by the support of
a teacher
• All students feel successful by providing support
to the entire group
• Students may enjoy materials they have not
been able to read on their own

13. Partner Reading
• Cooperative learning strategy which two
students work together to read an
assigned text.
• This provides direct opportunities for the
teacher to circulate the class, observe
students and offer remediation
• Helps students learn decoding skills by
offering positive feedback

14. AFTER READING
• WordWalls
• Summarizing
• Exit Slips
• Retelling
• Quiz Making

15. WordWalls
Word walls are a collection of words which
are displayed in large visible letters on a wall
or board in a classroom.
Designed to be an interactive tool for
students during reading.
Helps students see patterns in words,
building phonics and spelling skills

16. Summarizing
• Summarizing helps students evaluate their
understanding of what they’ve read,
remember what they’ve read and
determine which details are important or
not.
• This teaches students how to ignore
irrelevant information, and integrate the
central ideas in a meaningful way.

17. Exit Slips
• Exit slips are written student responses to
questions teachers pose at the end of a class or
lesson
• Students can express what they are thinking
about new information and teaches them to think
critically.

18. Retelling
• When students recount what they have
read, they will catch up on some
information they may have missed.
• Retelling encourages a child to picture the
characters and story line in their head.
• Story retelling allows children to form a
connection

19. Quiz Making
• Using a Quiz making strategy, students are required to
think and act like the teacher
• Students will use the information they have learned to
create a series of questions for other students to answer.

20. References
• Bursuck,W. D., & Damer, M. (2011).Teaching Reading to StudentsWho Are
at Risk or Have Disabilities: A Multi-Tier Approach. Upper Saddle River, NJ:
Pearson.
• Classroom Strategies. (n.d.). Retrieved November 14, 2016, from
http://www.readingrockets.org/strategies