Transcript Reading Comprehension Strategies

Reading Comprehension
Strategies
Cassie Griggs, Cindy Kohler and Jennifer
Weiss
2008/09
Students and Accessing
Information in Textbooks:
Students are assigned books that are
inaccessible to them because:
-They have no comprehension strategies
-They don’t have any background
knowledge
-They don’t recognize organizational
patterns
-They lack purpose
Suggestions:
1.) Become a passionate reader of what
you teach
2.) Model how good readers think
Student Complaints:
-I don’t care about the topic
-I can’t relate to the topic
-I daydream and my mind wanders
-I can’t stay focused
I just say the words so I can be done
I get bored
Establish Purpose:
-Hand out questions that ask for specific
answers before reading
-Model your own enthusiasm for the text
-Use background knowledge to connect to
the reading
-Marking text (sticky notes/highlighters)
-Double Entry Diaries (DED)
-Comprehension Constructors
Tracking Confusion to It’s Source
“Have students abdicated their
responsibility for understanding what
they read?”
-Cris Tovani
Questions to ask your students:
-How do you know when your confused?
-What do you do when you are confused?
Six Signals That Indicate
Confusion:
-The voice in their head isn’t interacting with the
text
-The camera in their head shuts off(no visual
images)
-The reader’s mind begins to wander
-The reader can’t remember what has been
read
-Clarifying questions asked by the reader
cannot be answered
-The reader reencounters a character and has
no recollection of when they were introduced
Fix It!
Strategies to fix confusion:
-Make a connection to the text and your life, your
knowledge of the world, another text
-Make a prediction
-Stop and think about what you have read
-Ask yourself a question and answer it
-Reflect in writing on what you have read
-Use print conventions
-Retell what you have read
-Reread
-Notice patterns
-Adjust reading rate
ReQuest
Improves reading by having the readers
formulate questions about the text they
are reading.
Procedure for implementing
ReQuest:
-Students develop questions based on
their reading
-Students write down questions as they
devise them
-Teacher picks a student volunteer to read
one of her/his question aloud
-Teacher asks for volunteer to answer
-Student who answers correctly asks the
next question
Post Reading
-Timeline
-Letter to character
-Labeled drawing
-Distilled page showing theme
-Venn Diagram
Note:
Not all strategies will work for everyone,
but, if a reader becomes confused or
disengages from reading, there are
methods to help them help themselves.
These strategies need to be modeled
and practiced in order to be effective.