Brittany Bowen Nonfiction Applicable Reading Strategies

1. NONFICTION
APPLICABLE READING
STRATEGIES

2. PURPOSE OF PRE-READING
• Precedes the reading
• View the text before actually reading it.
• To ensure you are prepared to read a specific text.
• Understand the reasons you are reading the text.

3. BEFORE READING
• Read the title and headings
• Look at the pictures
• Predict what the passage might be about
• Ask yourself what you already know about the topic.
• Decode and read by sight any difficult words.
• Consider the purpose for reading the text.

4. SET A PURPOSE
• When you have a purpose for reading a text,
it directs your reading towards a goal, and
helps to focus your attention.
• Purposes can be for entertainment, to get
information, or to learn how to perform a
task.

5. SKIM
• Run your eyes down the page and look
for specific facts or key words and
phrases.
• Note the organizational cues used by
the author.
• Decode and read by sight any difficult
words.

6. VISUAL AIDS
• Look at all the pictures and other visual material (graphs, charts, maps).
• Pictures and other visual material can activate your background knowledge.
• These aids will provide you with helpful information about the material.
• Visual aids will help you make predications about the text.

7. ACTIVATE PRIOR KNOWLEDGE
• What you bring to the text affects your
comprehension.
• Preview the topic, author, and title to
think about what you already know.
• This will help you build connections
with what you are reading.

8. MAKE PREDICTIONS
• Use titles, headings, pictures,
diagrams, and your own personal
experiences to anticipate what
you are about to read.
• A reader involved in making
predictions is focused on the text
at hand.
• This helps you make connections
between prior knowledge and the
text.

9. DURING READING STRATEGIES
• Help you make connections
• Monitor your understanding
• Generate Questions
• Stay Focused

10. DURING READING
• Think about what you are reading and if it makes since.
• Stop sometimes and summarize what you have read so far.
• Visualize the people, places, and events you are reading about.
• Imagine talking with the author while reading.
• Question and Predict
• Seek clarification when there are questions.
• Make inferences
• Make connections between ideas, concepts, and characters in the text.
• Evaluate the text

11. SELF-QUESTIONING
• One way to become actively-engaged
in a text is to ask yourself questions
as you read.
• Ask yourself who, what, when,
where, and why questions.
• Ask yourself additional questions to
self-monitor such as “Does this make
sense?”
• “Do I need to take notes to
understand?”

12. VISUALIZE
• Create mental images of what is
happening in the text as it unfolds, based
on what you already know and
understand about the world around you.
• You are tapping into prior knowledge,
making connections, inferring
information, and paying attention to
details.

13. MAKING INFERENCES
• Identify information in the text
that is not directly provided by
the author.
• Use clues from the text and your
own knowledge and experience
to figure out what the author is
trying to tell you.

14. STOP SOMETIMES AND SUMMARIZE
• Stop periodically and summarize
what has happened so far in the text.
• Look for main points the author
makes.
• This will help you identify and keep
track of a text’s main ideas.
• You are more likely to remember
what is important.

15. MAKE CONNECTIONS
• Connections are links that you make between what
you are reading and things you already know.
• There are three types of connections:
• 1. Text-to-Self = Connections that you make between
the text and your own experiences and or background
knowledge.
• 2. Text-to-Text = Connections that you make
between the text you are reading and other texts you
have read before.
• 3. Text-to-World = Connections that you make
between the text and the bigger issues, events, or
concerns of society

16. AFTER READING STRATEGIES
• Provide you with an opportunity
to summarize, question, reflect,
discuss, and respond to text.

17. AFTER READING
• Write or speak to review what you have read.
• Generate questions about the text.
• Think about what you read and review
questions/predictions.
• Compare what was read with something already
known.
• Summarize the text.
• Link new knowledge to prior knowledge

18. ANSWER QUESTIONS
• Helps you review content and relate what
you have learned to what you already
know.
• Review the text to answer lingering
questions and recite the questions you
previously answered.
• Indicate whether the information used to
answer questions about the text was
information that was directly stated in the
text, information that was implied in the
text, or information entirely from your
background knowledge.

19. REVIEW YOUR PREDICTIONS
• Use the information you have read and
reviewed to confirm or correct your
predictions.
• If the information you found in the reading
is the same as your prediction, your
prediction is confirmed.
• If you need to make changes to your
prediction, it needs to be corrected.

20. SUMMARIZE THE READING SELECTION
• A summary is a brief account of the main ideas.
• Look back over the text and create a summary of
what you have read.
• Good Summaries:
• Capture the main ideas and key information in
the text
• Have the right amount of detail
• Combine several ideas or facts into one statement
• Paraphrase

21. LINK NEW KNOWLEDGE TO PRIOR KNOWLEDGE
• Do you see how information links up
with your prior knowledge?
• Can you apply the new information to
another situation?
• How will you use this information in the
future?

22. EVALUATE
• When evaluating, you decide whether
something is good, bad, accurate, or
misleading.
• In the same way, when you evaluate
something you read, you give your opinion
of its value.
• You should be able to point to a reason why
you have that opinion ( the writer was
logical or illogical, the story was interesting
or boring, the point made was important or
not important).

23. References
Bursuck, W. D., & Damer, M. (2011). Chapter 7 Comprehension. In Teaching Reading to Students Who Are at Risk or Have Disabilities (2nd ed., pp. 290-297). Upper
Saddle River, NJ: Pearson Education, Inc.
Clewell, S. (2003). ThinkPort. Retrieved March 31, 2015, from http://www.thinkport.org/career/strategies/reading/activate.tp
Mahoney, D. (2010, November 23). Scholastic. Retrieved March 31, 2015, from http://www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-
to-create-pictures-in-their-minds-
Seminole County Public Schools. (2015). Seminole County Public Schools. Retrieved March 31, 2015, from
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.asp
Strategy Support. (2005). Retrieved March 31, 2015, from http://udleditions.cast.org/strategy_summarize.html
University of Texas at San Antonio. (2006, August). How do I analyze a reading? Retrieved March 31, 2015, from
http://utsa.edu/trcss/resources/How%20do%20I%20analyze%20a%20reading.doc
WETA. (2015). All About Adolescent Literacy. Retrieved March 31, 2015, from /http://www.adlit.org/strategies/19803/
WETA. (2015). Reading Rockets. Retrieved March 31, 2015, from http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension
WETA. (2015). All About Adolescent Literacy. Retrieved March 31, 2015, from http://www.adlit.org/strategy_library/
Graphic References
Gograph. (2015). Retrieved March 31, 2015, from http://www.gograph.com/
Map of World. (2002). Retrieved March 31, 2015, from http://www.mapsofworld.com/
Martin, P. (n.d.). Phillip Martin Clip Art. Retrieved March 31, 2015, from http://www.phillipmartin.info/
pixshark. (n.d.). Retrieved March 31, 2015, from http://pixshark.com/clipart-answer.htm