1. Fix-Up Strategies
 Teachers should repeatedly model the fix-up continuum using think-alouds with a
variety of texts.
 Following teacher modeling, students are encouraged to self-assess their
comprehension using the continuum.
 This self-evaluation can be done orally during discussion groups or in reading response
logs.
 Fix-up continuum:
o 1- I do understand and could explain what I have read to others
o 2- I sort of understand but probably could not explain what I have read to others
o 3- I don’t understand
When a student self-assesses at a 2 or a 3:
 Re-read (orally/silently)
 Partner read with a friend
 Discuss material with a friend
 Ask teacher for help
 Repair comprehension when it breaks down from one of six language systems:
o Grapho-Phonic System – provides information about letters and sounds
o Lexical or Orthographic System – provides information about words
o Syntactic System – provides information about structure of language
o Semantic System – provides information about meanings
o Schematic System – provides information about prior knowledge and organizes
new information
o Pragmatic System – provides information about what the reader considers
important and what the reader needs to understand
 Solve a given reading problem:
o Skip ahead
o Reread
o Use context clues
o Use syntax
o Sound it out