Short overview of reading strategies used by "skilled" readers, based on data from meta-analyses

1. Reading Strategies:
What do “Good” Readers do?
Aurora Tsai
Department of Modern Languages
Carnegie Mellon University

2. Workshop Overview
1. What do “good” and “poor” readers do
when they read?
2. What reading skills and strategies do you
already use? Will you try in the future?

3. “Poor” Readers . . .
1. Are less adept at recognizing a comprehension problem
exists or in identifying its source
2. Often feel the need to understand every word/detail
rather than focusing attention on main ideas
3. Use more test-taking strategies (process of elimination,
getting help from another question)
4. Have less resources (i.e., strategies) for solving problems
in comprehension
(E. Block, 1992; Stavans & Oden, 1993; Upton & Cohen, 2006; Yitiger et al.,
2005)

4. “Good” Readers . . .
1. Identify the purpose of reading
– To answer question X
– To get a general understanding about the topic
– To write paper (e.g., analysis, argument)
2. Activate relevant background knowledge
– considered essential for learning (Koda & Yamashita, 2017)
– From relevant personal experiences
– From relevant class discussions or previously read papers
– From news, media, documentaries, essays, etc.
(E. Block, 1992; Brown, Palinscar, & Armbruster, 2004; Janzen & Stoller, 1998;
Sheory & Mokhtari, 2001; Yitiger, Saricoban, Gurses, 2005)

5. “Good” Readers . . .
3. Allocate attention to main ideas
3. Critically evaluate content of text internally and
externally
– Does this agree with what that other author said?
– Is the author contradicting themselves?
– This contrasts with everything else I have learned about this
topic . . . is there new information I should be considering?
(E. Block, 1992; Brown, Palinscar, & Armbruster, 2004; Janzen & Stoller, 1998;
Sheory & Mokhtari, 2001; Yitiger, Saricoban, Gurses, 2005)
“Hindi and English are important world languages.”

6. “Good” Readers . . .
5. Monitor comprehension (identify, strategize, evaluate)
– Identify where they are having difficulty
– Draw from a variety of strategies to solve the problem
– Evaluate whether or not the strategy worked
6. Draw/test inferences (predict, interpret, evaluate, etc.)
– Make predictions about the rest of the text
– Check if their prediction was correct
(E. Block, 1992; Brown, Palinscar, & Armbruster, 2004; Janzen & Stoller,
1998; Sheory & Mokhtari, 2001; Yitiger, Saricoban, Gurses, 2005)

7. Which strategies do you want to work on?
• Identify the purpose of reading:
 Decide if you are trying to learn about the content, writing style/structure, or something else?
 Ask questions as you read?
• Activate relevant background knowledge: Think about . . .
 Personal experiences with the topic
 Prior knowledge about the topic
 What other authors have said or written about the topic
• Allocate attention to main ideas:
 Focus the majority of your time on understanding main ideas instead of minor details?
• Critically evaluate content of text internally and externally: Check if author’s
ideas are . . .
 Consistent with the rest of the reading passage?
 Consistent with other information you have learned
• Monitor comprehension: Actively . . .
 Identify where you have break-downs in comprehending the text?
 Use a variety of strategies to solve break-downs in comprehension
 Evaluate whether or not your comprehension strategy worked
• Draw/test inferences:
 Make predictions about what will come next
 Try to interpret the authors’ ideas based on the text and what you already know?
 Evaluate whether or not your prediction was correct?

8. Thank you for listening!