This document outlines strategies for reading comprehension in academic settings. It discusses three main stages of reading: pre-reading, while reading, and post-reading. In the pre-reading stage, the reader decides their goal, places the title, and makes predictions. While reading, the reader uses visual cues and background knowledge, asks questions, and takes notes. In the post-reading stage, the reader answers questions, provides new insights, predicts future topics, and connects ideas from all three stages in a KWL chart. The document emphasizes that reading comprehension is improved through deep thinking before, during, and after reading.

1. University of Aden
Faculty of Languages
Strategies for Reading
Comprehension in the
Academic Setting
Prof. Dr. Gamal M A Abdullah
August 2018
1

2. Workshop on:
Strategies for Reading
Comprehension in the
Academic Setting
2

3. 3
What is meant by a
workshop ?

4. 4
An academic meeting where is
a relatively group of people
particular subject,discuss
knowledge and thoughts,share
experience andexchange
some activitiespractice
(Longman Advanced American
Dictionary, 2007:1822).

5. Introduction
Importance:
Which language skill is the most important
activity?
a- In the childhood.
b- In the basic education and secondary
school.
C- In the tertiary education.
d- In the new world ( world of the
new technology and automation).
e- In the Islamic Studies and Holy Quran.
5

6. Research shows that
reading comprehension
can and shouldstrategies
be taught from the
primary grades, through
high school and ending by
higher academic level
(Moreillon, 2007: 216).

7. Definition
?readingWhat is meant by
, the termTerminologically
‘reading’ derived from the
verb ‘read’, ‘read’ itself came
from Old English ‘rædan’
meaning to advise, deliberate,
discuss, explain, , learn by
reading…etc.
7

8. Old English rædan (West
Saxon), redan (Anglian), from
Proto-Germanic redan,
source also of Old Norse
raða, Old Frisian reda, Dutch
raden, Old High German
ratan, German raten meaning
to advise, counsel, persuade,
discuss, deliberate; rule,
guide; arrange, equip;
forebode, read, explain; learn
by reading; put in order.
8

9. is’‘readingLiterally,
the third language
skill, it is the process
of looking at a series
of written symbols and
getting meaning from
them.
9

10. is, readingPractically
not just a decoding
system, it is a process
of interaction between
a reader and a piece of
writing.
10

11. Any action can lead to
interaction, for instance,
Drinking water leads to
interaction between drinker
and water, driving a car leads
to interaction between a driver
and car. Therefore, reading
must be regarded as an
ACTION in order to get the
process of interaction. (How?)
11

12. Stages of Reading
Strategiescomprehension
Reading is a highly strategic
process during which readers are
constantly constructing meaning
using a variety of strategies
(Harvey & Goudvis, 2000: 65).
Strategies of reading in the
academic setting can be
categorized into three main
stages:
12

13. 1) Pre-Reading Stage.
2) While-Reading
Stage.
3) Post-Reading Stage.
13

14. 1) Pre-reading Stage
: Deciding the goal1Step
Before starting the reading
process, it is great of
importance to decide the
goal(s) and find a clear answer
to the question:
Why do you read?
14

15. If the student reads because s/he
wants to pass the test or exam;
definitely, s/he will get short-term
understanding. Thus can be
escaped (forgotten) easily, that is
why most of the students forget a
lot of information in a short time
after finishing the tests/exams,
because the brain decided to
store them only for that task.
15

16. If they decide to read because
they want to understand and
recall information; definitely,
they will get a long-term
comprehension i.e. in-depth
understanding. It will not be
forgotten easily ( known as
Long-Term Memory LTM
according to Johnson, 2016:
184 ).
16

17. : Placing the Title2Step
a) At the top:
It is not obligatory to put the
title at the top, but in some
situations it is important…
(When?)
when we discuss a topic from
different aspects without
dividing it to branches and
sub-branshes e.g.
17

18. MALARIA
Causes
Symptoms
Effects
Medication
Preventive Measurements etc.
18

19. b) At the Bottom:
Some topics need to put the
titles at the bottom.
(When?)
When we discuss the
classifications of types and
sub-types in the form of a
tree-diagram e.g.
19

20. Verb
20

21. c) At the Center:
Sometimes it is appropriate to
put the title of some topics at
the center.
When…?
When we focus on particular
point and describe the
functions or immediate parts
of that point e.g.
21

22. Prefix
Zero/Empty aff.Infix Affix
Suffix
22

23. Types of Affixes:
Adfix, ambifix, circumfix,
confix, infix, interfix,
libfix, postfix, prefix,
suffix, suprafix, zero/empty
affix.
23

24. d) On the Right and Left
Sides:
In some cases, it is suitable to
put the titles on the right and
left hand sides. (When?)
When we compare and/or
contrast between two aspects
e.g.
Present Simple & Progressive
24

25. Simple Progressive
Permanent Temporary
Long Action Short Action
General Specific
Facts Developments
Habits Changes
25

26. : Prediction3Step
After deciding the goal and placing
the title, the next step is asking the
students to predict based on
background and experience.
According to schema theory,
comprehending a text is an
interactive process between the
reader’s background knowledge
and the text (Seymour, 2017: 1 ).
26

27. Therefore, a good reader should look
deeper AT the TITLE by analyzing,
thinking, predicting and asking
questions:
Define the title terminologically and
grammatically.
What is it about?
Making hypotheses, etc.
For example,
MALNUTRITION
27

28. Discussing and analyzing the
title before commencing in
reading process highly
increase the THINKING
SKILLS.
28

29. When the reader starts by
thinking, the mind will be active
openedand s/he will read with
(twoopened mindandeyes
things working together), such
process increases the
comprehension leading to
positive reading proficiency.
29

30. Effective Reading
Results from
Deep Thinking
30

31. 2) While Reading Stage
Two important elements help
the reader during the reading
process:
indicates informationVisual-a
that can be seen on the page
(external/ outside or outer
information) including pictures,
graphs, headings, underlined
and bold words ….. etc.
31

32. indicatesvisual-Non-b
information that the readers
have inside (internal/ inside or
inner information) including
background and experience,
purpose for reading,
predictions, questions and
hypotheses ….. etc.
32

33. While Reading Strategies:
a- Skim the text to
understand the main idea.
b- Read the first paragraph
and last paragraph.
Why …. ?
33

34. c- Read the comprehension
questions that come at the end
of the text first.
Why ….?
d- While you read sample (test)
your hypotheses that you
predict before (in pre-reading
stage).
34

35. - If they are true confirm
them.
- If they are partly true or
partly false, refine them.
- If they are wrong, reject
them and you can
reconstruct new hypotheses.
35

36. e- While you read talk and
write about the topic.
Now four organs are
working altogether:
- Opened unsleeping eyes.
- Opened intelligent mind.
- Active hand.
- Fluent tongue.
36

37. f- While you read make
outlines and diagrams to
classify the information.
g- Find answers to the
questions that you asked
before, and you can create
new questions while you
read.
37

38. h- Your own strategies
i-
j-
k-
l-
m-
n-
etc.
38

39. 3) Post- Reading Stage:
a- Answer comprehensively all
the questions that you asked
, questionsbefore(predicted)
reading andduringarose
questions come at the end i.e.
reading.after
b- Provide new insights about
the topic.
39

40. c- Suggest further points not
covered by the text.
d- Predict/decide which
topic(s) should be
learnt/taught after the
current topic (sequence and
grading).
e- Connection:
Connect the ideas which are
extracted from the three
reading procedures in a form
of KWL chart.
40

41. KWL chart consists of three
columns:
nowKK: Stands for what I
(pre-reading)
ant toWW: Stands for what I
know
(while-reading)
earntlL: Stands for what I
(post-reading).
41

42. Conclusion
There are a number of
strategies you should use
when reading. Some can be
starting readingbeforeused
duringothersprocess,
reading, and still others
reading. All will helpafter
to understand deeply what
we read.
42

43. In the academic setting,
learners should decide that
they read because they want to
understand and recall
information not to obtain high
marks or pass the tests or
exams; in order to get long-
term comprehension (in-depth
understanding).
43

44. Many trends claim that what a
readingbeforereader does
process (predicting, thinking,
creating questions and
constructing hypotheses), the
type of monitoring
readingduringcomprehension
process and connecting ideas
reading processafter
44

45. have great positive
effects on comprehension,
recall of information and
thus on reading
proficiency as a whole.
45

46. References
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching
comprehension to enhance understanding. Markham: Pembroke.
Johnson, A. P. (2016). 10 Essential Instructional Elements for
Students with Reading Difficulties: A Brain-Friendly Approach. USA:
SAGE Publications.
Longman Advanced American Dictionary (2007). USA: Pearson
education limited.
Moreillon, J. (2007). Collaborative Strategies for Teaching Reading
Comprehension: Maximizing Your Impact. Chicago: ALA Editions.
Seymour, K. (2017). Schema Theory and Reading Comprehension.
-wehavekids.com/education/Reading://httpsRetrieved from
.Theory-Comprehension
46

47. 47
Ended

48. 48
May Allah Lead All Of You
To Success