| Strategy |
Description
|
| Prepare
the reader |
- Provide
explicit instruction as to purpose of the reading.
- Preview
in order to activate prior knowledge and build background knowledge.
|
| Understand
and use knowledge of text structure |
- Draw attention
to the organizational framework that is used by the author.
- Set up
the goal that the reader locates the main idea or the main information.
- Provide
advanced organizers.
- Point
out important points in the text.
|
| Questioning
|
- Teach
readers to ask pre-reading questions about:
- narrative—theme,
main characters, goals and outcome of plot;
- expository—pre-reading
questions on critical concepts or processes to determine
prior knowledge focus reading.
- Teach
readers to self-generate questions.
|
| Reciprocal
teaching |
- The use
of four strategies in combination: questioning, predicting,
clarifying, and summarizing.
- The teacher
models the process, students have opportunity to practice with
each other, and eventually the process becomes more student-directed.
|
| Information
processing |
- Questioning
or directing attention to key elements to consider while reading.
- Use story
maps and graphic organizers.
- Use of
analogies especially in science.
- Assist
in note-taking procedures and in making mental images of what
is read.
|
| Summarizing |
- Use an
orderly questioning process that the student can use to guide
future examination of information.
- Use strategies
that require retelling the text.
- Teach
to focus on main idea, notice repetitions, and ignore irrelevant
details (a problem for students with learning disabilities).
|
| Voluntary
and recreational |
- Provide
non-assigned books at readable levels.
- Provide
Reading trade books relevant to class.
- Reinforce
voluntary reading for pleasure and for information.
|