This document discusses various reading strategies that can help students comprehend and retain information from texts. It describes strategies like SQ3R which involves surveying, questioning, reading, reciting and reviewing material. It also outlines the three stages of critical reading which move from basic understanding to analysis and interaction with texts. Additional strategies mentioned include using Bloom's Taxonomy, read/pair/share, close comprehension questions, think aloud, team summarizing, and GIST (generating interaction between schemata and text). The document encourages discussing which strategies teachers and students would feel most comfortable using and why.

1. Reading Strategies
The American Language Institute
Professional Development
February 5, 2016

2. Why Use Reading Strategies?
By using reading strategies, students will be able to:
Identify & remember important concepts
Read more accurately
Follow a text or story more closely
Feel confident they understand the material
Prepare effectively for assessments
Feel motivated to read in school and for pleasure.

3. SQ3R
 Francis Pleasant Robinson
developed SQ3R, and published it
in his 1946 book, "Effective
Study."
 He created the technique for
college students, but, even now, it's
suitable for learning in almost every
situation, including at work.

4. SQ3R
 SQ3R helps students to:
Read actively with a purpose
Think about what they want to get from a document
Remember concepts & information

5. SQ3R

6. The Three Stages of Critical Reading

7. The Three Stages of Critical Reading
 A new model of critical reading
 CATESOL, Oakland
Heidi Wright, Northern Arizona University

8. The Three Stages of Critical Reading
 Stages move from basic understanding to reader analysis and
interaction
Stage 1: Identify and Describe
Stage 2: Question, Critique and Conclude
Stage 3: Appropriate/Consolidate and
Construct/Transform
 https://prezi.com/jktfi9wimekd/model-of-critical-reading/

9. Bloom’s Taxonomy
 Created in 1956
 Educational psychologist Dr.
Benjamin Bloom
 To promote higher forms of
thinking in education
 By analyzing and evaluating
 concepts, processes, procedures,
and principles,
 rather than just remembering
facts (rote learning).

11. Read / Pair / Share
 In pairs: each pair reads silently for 30 seconds.
 Then students close their books and share with their partners
everything they remember about what they just read
 Students again open their books and read from the beginning
for another 30 seconds and have them share their corrected
and more complete ideas.
 Repeat until they have finished the reading.

12. Close Comprehension Questions
 When reading aloud (either by you or the students), make
sure your students are understanding the text as you go along
by asking simple questions that can be answered in the
sentence they just read.
 By keeping the questions as simple as possible, the students
gain a sense of ownership over the material and a belief that
they do indeed understand.
 If there is a new vocabulary word, now is a good time to go
over it.

13. Close Comprehension Questions
 “My hometown is famous for several amazing features.”
 Q: Why is the author’s hometown famous?
 Q: Where can we find amazing natural features?
 Do not ask questions that cannot be answered by the text:
 Q: Where is the author’s hometown?

14. Think Aloud
 Read a passage aloud to students and stop frequently to
make comments about what you are thinking as you read.
 The idea is to reveal thought processes to the students so
that they can emulate them when they read a similar
passage.
 For more information on this, click here

15. Team Summarizing
 In pairs, students write a summary of a paragraph. Each
team writes a summary of the same passage.
 Or students in pairs summarize different paragraphs and write
their summaries on the board. They become the experts on
that paragraph and explain it to the class.
 At the end, review the summaries in order, then have them all
write a summary of the summaries.

16. GIST
 A way to make sense of a passage is to summarize it.
 GIST (Generating Interaction between Schemata and Text) is
a technique for letting students internalize a passage by
selecting important words from the text and writing a summary
using those words.
 When reading, students pick 8 or 10 of the most important
words and underline them. Then they write a summary of the
passage using those words.
 For further information, click here

17. Discuss:
Describe the various reading strategies.
Which ones would you feel most
comfortable using? Why?