by Staff
Reading is simply a sequence of interpretation of the symbols.
By understanding that the letters make sounds, we can mix these sounds to make whole sounds which symbolize the meaning that we can all exchange with each other. By mastering the most common symbols and contexts, reading becomes a practice in thought – without decoding and more on understanding.
Without becoming too platonic on this subject, reading does not change simply because you read a text from another field of content. Only sometimes this is the case.
Scientific content can often be full of jargon, research quotes and characteristics of strange text.
The content of social studies can be an interesting mixture of detailed information and traditional paragraphs / imaging.
Literature? Well, it depends if you mean the flexible form of poetry, the lasting structure of a new digital or emerging literature which combines several modalities to tell a story.
All this makes reading strategies somewhat specific to the content field. Stop (perhaps the most undervalued strategy of all time) and Rereading could have more sense in science, while Visualization And Text connections May make sense to read literary works. Question the text can have equal meaning in both.
But if you want to start with a set of basic strategies, you could make worse than the elegant graphic above wiki-teacher.com. (Useful site, moreover.) He lists 12 strategies for understanding the basic reading, to which we added 13 for a complete 25.
Are you looking for related program ideas? Consult our reading comprehension strategy resources
25 reading strategies that work in each content field
1. Reread
Definition: Students revisit parts of a text to clarify, confirm or improve understanding.
Example: in a class of science, after reading a complex laboratory procedure, students connect it to ensure that the key steps are included before starting the experience.
2. Activate previous knowledge
Definition: Students recall relevant previous experiences or knowledge to connect with the content of the text.
Example: Before reading a historical account of civil war, the teacher discusses the previous knowledge of students on slavery and its effects.
3. Use context indices
Definition: Students use surrounding words or sentences to deduce the meaning of unknown words.
Example: in a literature class, students decipher the meaning of “inexpensive” in a sentence: “After having drunk too much, he fell into a state of drunkenness”.
4. Infer
Definition: Students make logical assumptions or conclusions based on indices in the text combined with previous knowledge.
Example: in a mystery novel, students deduce the identity of the culprit based on indices sprinkled throughout history.
5. Think out loudly
Definition: teachers or students verbalize their thought processes during reading.
Example: In an elementary class, the teacher stops to say: “I wonder why the author uses this sentence here. Let us continue to read to discover it.
6. Summarize
Definition: Students condense the main ideas of a text in a brief summary.
Example: After having read on mitosis in biology, students create a summary of a paragraph explaining the phases.
7. Identify keywords
Definition: Students identify and focus on important words that carry the main ideas of the text.
Example: During the analysis of a press article, students highlight terms such as “recession”, “unemployment” and “inflation” to understand the main points.
8. Make predictions
Definition: Students guess what will then happen according to textual evidence and personal experience.
Example: Reading a story in ELA, students predict how the character will resolve a conflict according to their actions so far.
9. Use word attack strategies
Definition: Students decode the unknown words by breaking them down into root words, prefixes or suffixes.
Example: in a vocabulary exercise, students decade the word “photography” by recognizing the “photo” (light) and the “graphy” (writing).
10. View
Definition: Students create mental images of scenes, characters or concepts in the text.
Example: in geography, students visualize the layout of the reliefs described in a passage on ecosystems.
11. Use graphics organizers
Definition: Students visually organize textual information using Venn diagrams, concept cards, nrootors, etc.
Example: After reading the water cycle in science, students create an organization chart showing evaporation, condensation and precipitation.
12. Evaluate understanding
Definition: Students assess their understanding by reflection, quiz or discussions on the text.
Example: After reading a problem of mathematical words, students assess their understanding by reproducing the problem in their own words.
13. Question the text
Definition: Students ask questions before, during and after reading to deepen understanding.
Example: a student in history asks: “Why did the author focus on this particular battle?” What were its wider effects?
14. Stop
Definition: In points not planned or predetermined, students stop to reflect or clarify understanding.
Example: During a complex text of chemistry, the student stops halfway to summarize the section on covalent links.
15. Understanding the instructor and repair
Definition: Students notice when understanding decomposes and takes measures to repair it.
Example: If a student does not include a paragraph in a text of social studies, he connected or seeks unknown terms.
16. Paraphrase
Definition: Students remain the specific text or parts in their own words.
Example: After reading a scientific article, students rewrite the conclusion of their own words to demonstrate understanding.
17. Annot the text
Definition: Students add notes, symbols or protruding facts to act actively with the text.
Example: In a class of English, students highlight metaphors, highlight a new vocabulary and write margin notes on literary themes.
18. Adjust the reading rate
Definition: Students change speed depending on the difficulty or purpose of reading.
Example: a secondary student slows down his reading rhythm for a Shakespeare game while accelerating for an easier mathematical word problem.
19. Priorifying information
Definition: Students identify the most important parts of the text and focus on them.
Example: in a manual chapter, students favor terms, titles and daring summaries for their study notes.
20. Use graphic rating
Definition: Students create visuals (such as Cornell notes or sketches) to represent information.
Example: During a physical conference on Newton’s laws, students create comic book diagrams for each law.
21. Predict
Definition: Students provide what will come by using textual evidence.
Example: halfway through a novel, students predict how the protagonist will overcome a major obstacle.
22. Set a goal from the reader
Definition: Students read with a specific objective, as if to argue, summarize or criticize.
Example: Before reading an argumentative test, students are invited to identify their thesis statement and support the arguments.
23. Text connections
Definition: Students connect the text to personal experiences (self-to-text), other texts (text text) or larger global issues (text to world).
Example: After reading environmental issues, students discuss links with climate change reports (text in the world).
24. Scummer
Definition: Students quickly take a look at the text to get the essentials or the main points.
Example: just before a conference, students travel assigned reading for key titles and bullets to prepare for a more in -depth understanding.
25. SSQ (Stop, summarize, question)
Definition: A structured approach involving breaks to summarize the major content and generate discussion issues.
Example: In a history class, the students end the two paragraphs of a main source, note what he says in their own words and create a question of discussion.
We will bring them together and put them in one before reading, during reading and after having read Matrix soon. Only because we love you.
See also: 25 self-guided reading responses for fiction and non-fiction
25 reading strategies that work in each content field
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