Readers at all levels should learn, practice, and apply reading strategies in various contexts. Strategies are most effective when employed in concert with one another not in isolation. Here is a list of potential strategies to be used for instruction.
The following are suggestions for ways to implement these strategies within a reading course:
Pre-, During-, and Post-reading: Students engage in pre-, during-, and post-reading activities in order to fully utilize and comprehend a text. The reading of a given passage can be broken into three distinct parts: pre-, during-, and post-reading. Such activities maximize the utility of a text and provide opportunities for strategy application, graphic organizer use, rereading, and fluency practice. Here are some guidelines and ideas for each stage of reading.
Graphic Organizers: Students use graphic organizers to facilitate comprehension. Graphic organizers can also be used to assess comprehension. Students can use graphic organizers as a tool to guide comprehension and discourse awareness and it can be a means for teachers to assess student comprehension. Here is link for some sample graphic organizers that can be used.
Rereading: Students reread a text or a portion of the text again for a different purpose than the first time. Students can engage in rereading activities. After students have originally read a text or a specific part of a text for a specific purpose, they can read the text again or the unread portion of the text for other purposes. For example, students could read a text in order to identify the main ideas and supporting details. As a follow-up activity, those students could read the text another time evaluating the text organization, the voice or tone of the author, vocabulary and grammar used, etc. Rereading can also be employed in jigsaw activities.
