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9 Comprehension Strategies Good Readers Use | |
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Activate Prior Knowledge The learner brings a unique set of experiences and knowledge to reading (schemata). |
Determining Important Ideas Readers identify key ideas or themes as they read. They distinguish important and unimportant information based on their purpose for reading. |
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Connections Readers can make three types of connections: Text-to-self – relating the text to something personal Text-to-text – relating the text to another book Text-to-world – relating text to events going on in world |
Drawing Inferences During and After Reading Readers make assumptions based on clues from the text and their own prior knowledge. They “read between the lines” to draw conclusions. |
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Visualizing Readers can create pictures or images in their minds based on the text. |
Repairing Understanding Readers used strategies to “fix-up” confusion while they read. Examples: rereading, using context clues, summarize. |
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Asking Questions Readers ask questions to clear up confusion, to make predictions, and to wonder about the author’s purpose. |
Synthesizing Information Readers combine new information with what they already know to form a new idea about the text. Readers set aside irrelevant and repetitive information in order to change their thinking about part of the text. |
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Predicting Readers make an educated guess about what will happen next based on clues from the text and recognize misconceptions. | |
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Strategies to Use Before, During and After |
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Before Reading |
During |
After |
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Questioning (teacher and/or students) and discussing using prior knowledge, textual clues (title, heading, summary) |
Teacher-Directed Questioning/predicting Role-taking Playing doubting/ believing |
Discussions, retelling (from different points of view), responding to any before |
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Brainstorming Using textual clues Using topic of article Using key words or concepts Using an analogy or problem |
Students Independently Make personal connections Use prior knowledge Predict/support /adjust/confirm Identify confusing parts Visualize Self-Monitor for Understanding Marking or glossing text Summarize Synthesize Taking notes Writing questions Partner reading Keeping a reading journal |
Enactments Debate, panel discussion, dramatization, simulation, role-play |
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Extended Brainstorming + Categorizing + Mapping using material from text, topic, key words |
Oral Presentation Demonstrations, talks |
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Writing Nonstop; focused or generalized Note making, writing or answer questions, mapping or revising map Previously made literacy or informational text Making up test |
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Previewing the Text Examining clues to overall setting purposes Questions Selecting appropriate reading strategies Teacher/Student reading aloud |
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Writing Non-stop; focused or generalized Jotting or note making/Questions Pretests or questionnaire |
Related material Rereading text from different perspectives |
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Enacting Role-play, improvisation, dramatization, debate, etc. |
Constructing Sketching Drawing |
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Constructing Sketching, drawing, building, viewing film, video, etc., on topic reading while writing. |
Viewing Slides, filmstrips, video, film, etc., related to text | |||
