Reading Strategies
- 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?