2. Before Students Read a new text, there skills that can help them to get more
from the passages that they have to read. The various strategies presented in
this packet, when applied at the appropriate times makes the ultimate purpose
of reading, Reading Comprehension, much more attainable.
3. Strategies to Best applied BEFORE
reading a text.
Strategy #1. Think time
STEPS: Teacher directs student to read the title of a new piece and ask
students. Next, the teacher invites students take a few minutes to what the
text might be about based on the title alone. After students come up with
their reasons, they may begin reading.
Rational: Think time is sometimes used to give students more time to
respond to text that they have already read, but it can be used before as
well. Coming up with a few ideas of what a passage may be about can help
students on the passage before them.
Strategy #2. Teach important words, useful words and difficult
words.
note: (important words are those that are critical to students understanding
the text, useful words are those that students are likely to see repeated
within the text, and difficult words are those that may have multiple
meanings. (Bursuck & Damer, 2007)
STEPS: Teacher preselects words to teach, that students will encounter
within a new text.
Rational: Taking time to teach vocabulary before students begin an
unfamiliar text will greatly help with reading comprehension once reading
begins.
4. BEFORE Strategies continued
Strategy #3. Use a K.W.L. chart
STEPS: Give the students a sheet of paper divided in 3 columns with
the words "Know"- "Want to Know"- "Learned" at the top of each. (A
temple is attached). Lead students in sharing what they know in the
"Know" column. Ask students to record peers' responses in the
appropriate columns. the same in the "Want to Know" column. Proceed
to passage when ready.
Rational: This activity helps to activate prior knowledge as well as to
focus students' attention on new subject matter.
5. BEFORE Reading Strategies
continued
Strategy # 4. Teach Students morphemic analysis
STEPS: Identify common affixes. Teach them to students in the most
sensible progression possible.
Post List word part lists and their meanings.
Rational: Many words in the English originate in the Latin and Greek
languages. Learning parts such as these and their meaning can go a
long way in helping students as encounter unfamiliar words.
Strategies #5. Brainstorm
STEPS: Examine the title. List the information that comes to
mind about this title. Can be done as a large group, small, or
individual activity.
Rational: As with the "Know" column in a K.W. L. chart, brain
storming activates prior knowledge can help get students on the
lesson to be presented.
6. BEFORE Reading Strategies
continued
Strategy #6 Reading around the text
STEPS: Students read titles, subtitles, captions in order to get an overall
idea of what the text with be about. They should also look at the maps,
charts, graphs and other images to glean information.
Rational: Captions, graphs, the title and images all are rich in
information while having minimal text. Teaching students to look to this
areas for information prior to reading the text can aid in comprehension
once reading begins.
7. Strategies to apply DURING the
reading stage
Strategy #1: Questioning the Author
STEPS: Students respond to the following questions when given a text to
read. The may respond on a sheet of paper or mentally as they read
independently, or orally to a group.
1. What is the author trying to tell you.
2. Why is the author telling you that?
3. Does the author say it clearly?
4. How could the author have said things more clearly.
5. What would you say instead?
Rationale: Isabel Beck and her colleagues developed this strategy that helps
to get students thinking as they are reading. When students are answering
questions such as these comprehension increases as their attention is more
focused on finding responses to the questions. (Bursuck & Damer, 2007).
8. DURING Strategies continued
Strategy #2: Highlighting
STEPS: Students use highlighters mark important key words, phrases
and ideas within the text.
Rationale: When students are given a tool such as a highlighter and are
assigned a simple task of highlighting, they are more engaged. Later,
review will be easier and faster as they can quickly refer back to
highlighted and surrounding sections.
Strategy #3: Summarize
STEPS: Students stop at natural intervals, such as the end of a
paragraph to gather their thoughts on the what they've just read.
Rational: When students pause at manageable sections to process
what they have just read then overall comprehension is also more likely.
9. DURING Reading Strategies
continued.
Strategy #4: Visualizing
STEPS: Students pause throughout the reading to try to create an
image in their minds of what they are reading.
Rational: Visualizing can make a passage seem more real and dynamic,
thus aiding comprehension.
Strategy #5: Reread the confusing text
STEPS: Student reread sections that are confusing before moving on in
their reading.
Rational: Rereading a confusing passage twice or even three times and
then thinking about it is saying is sometimes necessary before
understanding is achieved.
Strategy #6: Make Predictions
STEPS: Students make predictions at critical junctures about certain
outcomes. This activity works well in group settings.
Rational: When students pause to make predictions, this sometimes
generates ideas and discussions.
When the return to reading their minds are more likely to remain focus
as they discover whether on not their predictions are correct.
10. Strategies Best Applied AFTER
Reading a Text
Strategy #1: Identify author's purpose
STEPS: Students reflect on what they have just read and consider what
the author's purpose was in writing it.
Rational: Being aware of the author's purpose can affect the impact and
perspective that a text has on students. It can make the students want
to know or understand more about the text.
Strategy #2: Literature circle
STEPS: Students are assigned roles and given a description of their
job. They work in groups to dissect a text.
Jobs:
Discussion Director- leads the discussion and develops questions for
the group
Summarizer-summarizes the reading selection
Literacy Reporter-finds memorable passages within the text that
standout
11. AFTER Reading Strategies
continued
Illustrator-creates, finds, or uses a graphic organizer for key points
within the text
Vocabulary Enricher-identifies difficult words, finds their meanings and
presents them to the group
Investigator-digs up background information relating to the text
Connector- finds related texts to recommend to the group
Rationale: Working as a team but with distinct roles can be highly
motivating for students, especially middle-schoolers. This set-up is a
confidence building opportunity for students.
12. AFTER Reading Strategies
continued
note: Remember to model each role before trying out literature groups,
if possible do a mock-run (whole group) before having a go at it.
Literature circles can get chaotic if not conducted with care. (Busuck &
Damer, 2007)
Strategy #3: Use graphic and semantic organizers
STEPS: Teacher teachers students how to use various graphic/semantic
organizers to enhance learning. Teacher determines which type is
appropriate to use depending on the structure of the text.
Types: Venn-Diagrams for comparing and Contrasting, Cause and
Effect, Hierarchy chart and herringbone for Main Idea, Sequence Map,
and Problem/Solution Maps
Rationale: Graphic organizers and semantic organizers are great tools
for pulling information form text. They work just like a visual aide even
though they are filled with texts.
13. AFTER Reading Strategies
continued
Strategy #4: Discuss the text
STEPS: Teacher leads class discussion relating to text. Teacher can
allow the conversion to develop naturally or can formulate questions
beforehand based on what he/she wants students to know.
Rationale: When students discuss topics within a text, they have the
opportunity to formulate opinions, ask clarifying questions, and consider
perspectives that they may not have crossed their minds. As a result
comprehension is likely to increase. Also, the teacher is able to gain
insight into how much students truly understand.
Strategy #5: Answer Questions
STEPS: Students are given questions related to the text to respond to.
Rational: Responding to questions is one of, if not the most, familiar way
to assess comprehension. If is also a pretty accurate method of find out
have learned. If you just need a simple, accurate, and relatively quick
strategy for you and for students to assess their comprehension, this is
a no-fail way to go.
14. References
1. Bursuck, W.D. & Damer,M. (2007).Reading instruction for
students who are at risk of have disabilites.Boston, MA:Pearson
Education
2. Adler C.R. (2001)Seven Strategies to Teach Students Text
Comprehension. Retrieved March 30, 2016.
http://www.readingrockets.org/article/seven-strategies-teach-
students-text-comprehension
3.Eduaction Oasis (2003-2016)Printables.Retrieved March 30,
2016. http://www.educationoasis.com/printables
4.Goodman, Amy. December 2005. The Middle School High
Five: Strategies Can Triumph. Retrieved March 30, 2016.
http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0
132-dec05/VM0132Middle.pdf
5. . McEwan, Elaine K. (2007).Teach the Seven Strategies of
Highly Effective Readers. Retrieved March 30, 2016.
www.adlit.org