from Staff
Reading is just a sequence of interpretation of characters.
Understanding that letters make sounds, we can mix these sounds together to make whole sounds that symbolize the meaning that we can all exchange with each other. By mastering the symbols and their most common context, reading becomes a practice in thought -less than decoding and more about understanding.
Without becoming too platonic for all this, reading does not change simply because you are reading text from another area of content. It’s just sometimes.
Scientific content is often with full jargon, research quotes and strange textual functions.
The content of social research can be an interesting combination of detailed information and traditional paragraphs/images.
Literature? Well, it depends on whether you mean the flexible form of poetry, the durable structure of a novel, or the emerging digital literature, which combines many modalities to tell a story.
All this makes reading strategies somewhat specific to the content area. Suspension (perhaps the most complained strategy ever) and Re -reading may make more sense in science while Visualization and Text links There may be a sense of reading literary works. Taking into question the text It can make an equal meaning in both.
But if you want to start with a basic set of strategies, you could do more than the elegant graph Wiki-teacher.comS (Useful site, by the way.) It lists 12 basic strategies to understand the reading, to which we have added 13 for a full 25.
Are you looking for related curricula ideas? Check out our resources for a reading strategy
25 reading strategies that work in any area of content
1. Rebiting
Definition: Students review parts of text to clarify, confirm or improve understanding.
Example: In a science class, after reading a complex laboratory procedure, students re -read it to ensure that key steps are understood before the experiment begins.
2. Activate previous knowledge
Definition: Students recall the relevant previous experiences or knowledge to connect to the content of the text.
Example: Before reading a historical story about the Civil War, the teacher discusses students’ previous knowledge of slavery and its effects.
3. Use context clues
Definition: Students use surrounding words or phrases to bring out the meaning of unfamiliar words.
Example: In a literature class, students decipher the importance of “rooted” in a sentence: “After drinking too much, he encountered an misunderstood state.”
4
Definition: Students make logical assumptions or conclusions based on clues in the text, combined with prior knowledge.
Example: In a mysterious novel, students bring out the identity of the culprit based on clues sprinkled throughout history.
5. Think aloud
Definition: Teachers or students verbalize their mental processes as they read.
Example: In an opening classroom, the teacher stops to say, “I wonder why the author uses this phrase here. Let’s continue to read to understand.
6. A summary
Definition: Students condense the basic ideas of text in a short summary.
Example: After reading about mitosis in biology, students create a summary of a paragraph explaining the phases.
7. Define the keywords
Definition: Students identify and focus on important words that carry the basic ideas of the text.
Example: When analyzing a news article, students emphasize terms such as “recession”, “unemployment” and “inflation” to understand the main points.
8. Make predictions
Definition: Students know what will happen then on the basis of text evidence and personal experience.
Example: As they read a story in ELA, students predict how the character will resolve a conflict based on their actions so far.
9. Use a word attack strategies
Definition: Students decode unfamiliar words by breaking them into primordial words, prefixes or suffixes.
Example: In the exercise of a dictionary, students decode the word “photography” by recognizing “photo” (light) and “graphics” (writing).
10. Visualize
Definition: Students create mental images of scenes, characters or concepts in the text.
Example: In geography, students visualize the layout of the forms of the grounds described in a passage for ecosystems.
11. Use graphic organizers
Definition: Students organize text information visually using Venn Diagrams, concept cards, scheme, etc.
Example: After reading about the water cycle in science, students create a scheme showing evaporation, condensation and rainfall.
12. Assess the understanding
Definition: Students evaluate their understanding by reflection, quizzes or discussions about the text.
Example: After reading a problem with the mathematical word, students appreciate their understanding by refraining the problem with their own words.
13. Ask the text
Definition: Students ask questions before, during and after reading to deepen understanding.
Example: History student asks: “Why did the author focus on this particular battle? What were his broader effects?
14. Stop
Definition: In unplanned or predefined points, students pause to reflect or clarify understanding.
Example: During complex chemistry text, the student stops in the middle to summarize the covalent link section.
15. Understanding the monitor and repair
Definition: Students notice when the understanding breaks down and take steps to correct it.
Example: If the student does not understand a paragraph in a text of social research, he re -reads it or is looking for unfamiliar terms.
16. Paraphrase
Definition: Students restart the text or specific parts with their own words.
Example: After reading a scientific article, students rewrite the conclusion with their own words to demonstrate understanding.
17. Annotate the text
Definition: Students add notes, symbols or accents to engage in the text actively.
Example: In English class, students emphasize metaphors, emphasize a new dictionary and write notes about a margin about literary topics.
18. Reading speed adjustment
Definition: Students change their speed depending on the difficulty or purpose of reading.
Example: A high school student slows down his reading pace for Shakespeare’s play, while accelerating for an easier problem with the mathematical word.
19. Prioritization of information
Definition: Students identify which parts of the text are most important and focus on them.
Example: In the head of a textbook, students provide bold conditions, titles and summaries for their research notes.
20. Use a graphic note
Definition: Students create visualizations (such as Cornell Notes or Sketches) to provide information.
Example: During a physics lecture on Newton’s laws, students create comics -like diagrams for each law.
21. Predicting
Definition: Students predict what will come after, using text evidence.
Example: In the middle of a novel, students predict how the main character will overcome a great obstacle.
22. Set a reader’s target
Definition: Students read for a specific purpose, such as arguing, summarizing or criticizing.
Example: Before reading an argumentative essay, students are instructed to identify their statement of thesis and supporting arguments.
23. Text links
Definition: Students associate the text to personal experiences (text-of themselves), other texts (text-text) or broader world problems (text-to the world).
Example: After reading about environmental problems, students discuss links with news stories about climate change (text-with).
24. Skim
Definition: Students quickly look at the text to gain the essence or main points.
Example: Just before the lecture, students skip the set reading for key titles and bullets to prepare for a deeper understanding.
25. SSQ (Stop, Summarize, Question)
Definition: A structured approach involving pauses for summarizing the main content and generating issues for discussion.
Example: In a history class, students stop every two paragraphs of a primary source, record what it says with your own words, and create a discussion question.
We will collect them and put them in before reading, during reading and after reading the matrix soon. Just because we like you.
See also: 25 responses to an independent guide to fiction and non -fiction
25 reading strategies that work in any area of content
