Reading strategies

1. Reading Strategies for
EFL Learners
RESEARCH-SUPPORTED READING STRATEGIES FOR
ENGLISH LANGUAGE LEARNERS

2. Welcome back!
 Thank you for patience, sending homework, posting
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Work today and tomorrow with sending comments
and detailed feedback
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give me homework today or tomorrow.
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documents.
 Changes to class plan

3. Today… (and a little bit
tomorrow)
 Quickly review the Reading Strategies
PPT
 Share ideas for activities related to
sample reading “Running Around the
World”
 Peer teaching and reflection

4. Help language learners connect new language functions and
vocabulary to existing knowledge.
Help language learners improve comprehension by using
selective attention
Help language learner organize, synthesize, and produce
language based on their reading.

5. Reading Strategies
A good reading lesson will use pre-reading, during-
reading, and post-reading activities to maximize
engagement, comprehension, and retention of
language and information.

6. Pre-Reading Strategies
Pre-reading strategies prepare learners for
reading by activating prior knowledge and
vocabulary and language functions related
to a topic.
Pre-reading strategies motivate students.
Pre-reading strategies can relate content to
students’ lives.

7. Pre-Reading Strategies
A few pre-reading strategies for
language learners in the elementary
grades include:
• Predicting
• Brainstorming
• Connecting to their own lives

8. Pre-Reading Strategies
•Predicting what the text is about using the external text features: the
picture, the title in bold, the subtitle, the type of the text
•Use pictures in the text to make guesses about information in the text
•Use a picture related to the topic to brainstorm as many words as
possible related to the text
•Ask Ss to connect the topic to personal lives and provide examples
•Use a KWL Chart: (See next slide)
•Use a word web to have students think of words related to a key
character, subject, or aspect of the reading
•Have a whole class discussion about a topic

9. Students fill in the column of what they "KNOW," and
what they "WANT" to know about a topic. They fill in
what they “LEARNED” after they have read the text.

10. Word Web

11. example

12. Your turn
 What pre-reading strategies would
you use to teach this reading?
 What pre-reading vocabulary
strategies would you use to teach this
reading?

13. Peer Teaching: Pre-reading
strategy
Does the activity….?
 Activate prior knowledge and
vocabulary
 Motivate students
 Relate content to students’ lives

14. During-Reading Strategies
During –reading strategies maximize
student comprehension of material
by actively engaging the reader with
the material, questioning,
evaluating, summarizing.

15. During-Reading Strategies
A few during-reading strategies are:
•Predicting
•Peer summaries
•Creating questions
Can you think of some others?

16. During Reading Strategies
Inventory of vocabulary
Have students circle or note unknown words, always using
context to make a guess about meaning that they’ll check
with the teacher or a dictionary after reading.

17. During Reading Strategies
Directed-reading-thinking activity (DRTA):
•In pairs, students make a prediction for the first paragraph based on the
title.
•After reading that paragraph aloud, they should evaluate whether their
prediction was right or wrong. Then, they should try to predict what will
happen next, writing down their prediction.
•After that paragraph, they evaluate their prediction and make another
for the subsequent paragraph.
Summarizing with a partner:
Have students read in pairs and summarize each paragraph
for each other, ensuring that both understand.

18. During Reading
Strategies
Self-monitoring:
Ask students to summarize each paragraph as the read,
writing a short note to themselves.
Ask them to evaluate their own comprehension or
reaction to each paragraph with symbols such as:
 (I know this) ! (interesting)
? (unclear) C (connection)

19. During Reading Strategies
Weather Recreation Holidays
Winter
Spring
Summer
Fall
Semantic Map/Graphic Organizer:
Ask students to take notes using a semantic map or graphic organizer

21. Venn Diagram

22. Running Dictation

23. Review

24. During Reading Strategies
What during reading strategies
would you use to teach this
reading?
 What during reading vocabulary
strategies would you use to teach
this reading?

25. Peer Teaching: During reading
strategy
Does the activity…?
 Maximize student comprehension of
material
 Actively engage the reader with the
material
 Incorporate activities such as questioning,
evaluating, and summarizing

26. Post-Reading Strategies
Post-reading strategies help
students to master vocabulary,
reinforce and increase
comprehension, and build
productive language related to
the reading.

27. Post-Reading Strategies
A few post-reading strategies are:
Summarizing
Reviewing
Questioning
What others can you think of?

28. Post-Reading
Strategies
Visual summary
Ask students to make a story board using pictures to
summarize what they read.
KWL Chart:
Ask students to fill in the “L” column of the KWL and then
share class-wide
Review
Ask students to review predictions, new vocabulary, clicks
and clunks, and key questions raised by the reading.
Review graphic organizers.

29. Post-Reading
Strategies
Design questions/quiz show:
Have students develop questions to pose to another
team about the reading.
Role play
Have students role play what they’ve read
Art show
Ask students to draw pictures of the main character or
main point and then explain their pictures to the class
or in a group.

30. Trivia Show

31. Post Reading Strategies
What post-reading strategies
would you use to teach this
reading?
 What post-reading vocabulary
strategies would you use to
teach this reading?

32. Peer Teaching: Post-reading
strategy
Does the activity…?
 Help students to master vocabulary
 Reinforce and increase
comprehension
 Build productive language related to
the reading

34. Homework
Think of a reading activity you would do for your
class:
What pre-reading, during reading, and post-
reading strategies would you use for that class?
Write them down in your notebook; be ready to
share in class!