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Strategic Reading

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Tyler Wilson

on 28 February 2012

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Transcript of Strategic Reading

Strategic Reading

Strategic Reading is the process of using a series of strategies and skills to construct meaning and improve comprehension.

Research indicates that effective or expert readers are strategic (Baker & Brown, 1984a, 1984b).

The skills and strategies on which students draw are relatively common (Pearson, et al. 1992).
Students who struggle with reading have difficulty with texts that are expository, dense and full of new, more difficult vocabulary – especially in math, science and social sciences – and need explicit instruction on how to read these texts (Allen, 2000)

Weak reading comprehension is the main affliction of most struggling readers in middle and high schools. They need help learning the comprehension processes that underlie skilled reading in all subject areas (Allen, 2001; Cromley, 2000; Greenleaf et al., 2001).

What are the benefits of strategy instruction?
What is the goal?

Effective readers use reading skills and strategies at every stage of their reading: Before, during and after (Beers (2003).

Today, we will look at examples of strategy instruction in each of these three areas. Good readers think about the text even before they begin to read. They have a purpose for reading and ask questions about the topic in advance. Before Reading Establishing purpose


Asking questions

Activating prior knowledge

Making connections

Visualizing Probable passages

Finding organizational patterns

Tea parties

Previewing a text

Finding signal words

Anticipation guides Before Reading Strategies
The more we frontload students’ knowledge, the more we help them become actively involved in constructing meaning prior to reading, the more engaged they are likely to be as they read the text (Beers, 2003).

“Achievement in the subject area improves when the student has appropriate background knowledge and strategies for reading a variety of texts” (Think Literacy Success, 2003) Why Use them? Anticipation Guides Tea Party KWL Charts During Reading Effective readers use a number of strategies to create meaning as they read. As they apply these skills, they move beyond decoding and begin to comprehend what's on and what in between the lines. Why use them? Good readers understand reading as an active, ongoing process. They monitor understanding by questioning, thinking about, connecting with and reflecting on the ideas and information in the text (Think Literacy, 2003; Tovani, 2000, 2004).

Effective readers also know how to identify when they are confused or "stuck" in a reading and are able to employ a range of strategies to help themselves get "unstuck".
During Reading Strategies Asking questions

Making inferences

Checking for understanding

Marking the text

Think aloud

Fix-up strategies

Double-entry diaries

Making connections: self-to-text; text-to-text


Somebody / Wanted / But / So”

Using text features
Think / Pair / Share

Stop + Think


“Say Something”

Adjusting reading speed

Focus on structures


Using graphic organizers

Sorting most/least important information



Using context clues Making Predictions Visualizing Asking Questions After Reading Why Use them? After Reading Strategies Summarizing

Making inferences


Checking for understanding

Making connections: self –to-text; text-to-text

Asking questions

Sorting most/least important information

Using scales

Exit Cards
“Somebody / Wanted / But / So”


Text Reformation / Story recycling

“It says – I say”

Sketch to Stretch

“Save the last word for me”




Students who practice reading strategies after they read extend their understanding in meaningful and lasting ways (Beers, 2003; Think Literacy, 2003).
Effective readers continue to think after they finish a book. They continue to ask questions, check for comprehension, and make inferences well after they've turned the last page. Making Connections "Summarizing" "It Says, I Say, and So" The goal of all reading instruction is to help students become expert readers.

Teaching reading strategies encourages students to become independent readers and use literacy for lifelong learning and enjoyment.

The entire class can work on the same strategy while students each read varying levels of challenging books; in this way, the students monitor their own reading and pace themselves according to their strengths and areas for improvement.

Reading strategies are applicable to all curriculum areas and can be used to improve students understanding of concepts in every discipline.

Teachers do not need to be reading specialists to teach comprehension strategies. They simply have to be aware of their own processes as readers, notice the patterns in their own thinking as they read and share and model these skills with their students (Tovani, 2000).

Why is strategic reading important? “Students can be taught to be strategic and effective readers” (Think Literacy, 2003)

The need for students to reflect on their strengths, and areas for improvement is reflected in Ontario curriculum.

What is Strategic Reading? The end :)
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