A key piece of information that all beginner teachers should understand is that there is not one best specific method of reading instruction (Winch, Johnston, March, Ljungdahl, & Holliday, 2010). There are many conflicting theories on how reading should be taught but often schools opt for different methods and strategies to teaching students how to read because ‘each element is necessary but none is sufficient on its own’ (Winch, Johnston, March, Ljungdahl, & Holliday, 2010, p. 8). Which is why this website will give you a variety of skills and strategies to trial on your students to see which works best for you and your students.
Often skills and strategies get misinterpreted as they are often used together (Winch, Johnston, March, Ljungdahl, & Holliday, 2010) so it is important to differentiate the two.
‘Reading skills are automatic actions of the reader that result in efficient and fluent decoding and comprehension of texts’ (Duke & Pearson, 2002) such as recognition skills.
Then there is reading strategies which ‘are applied consciously, deliberately and are adapted to particular situations’ (Winch, Johnston, March, Ljungdahl, & Holliday, 2010, p. 90).
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Listed below are a few reading strategies that could be incorporated into your lessons:
‘Reading skills are automatic actions of the reader that result in efficient and fluent decoding and comprehension of texts’ (Duke & Pearson, 2002) such as recognition skills.
Then there is reading strategies which ‘are applied consciously, deliberately and are adapted to particular situations’ (Winch, Johnston, March, Ljungdahl, & Holliday, 2010, p. 90).
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Listed below are a few reading strategies that could be incorporated into your lessons:
Making Connections |
Predicting |
Learners make personal connections from the text with:
· Their own life (text to self) · Another text (text to text) · Something occurring in the world (text to world). QuestioningWhy do you think this happened? Why do you think this didn't happen? Why do you think was this excluded? Why do you think this was included? Learners pose and answer questions that clarify meaning and promote deeper understanding of the text. Questions can be generated by the learner a peer or the teacher. Questioning is helpful as it provokes thoughts, reasons and ideas through language and ‘it helps to refine thoughts, learning to higher mental functions’ (Hill, 2012, p. 5). |
The front cover tells me that..... I think that the text will tell me about this.... I think this will happen next....
Learners use information from graphics, text and experiences, to anticipate what will be read/ viewed/heard and to actively adjust comprehension while reading/ viewing/listening. MonitoringLearners stop and think about the text and know what to do when meaning is disrupted.
SummarisingLearners identify and accumulate the most important ideas and restate them in their own words.
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9 Highly Effective Comprehension Strategies:
Winch et al (2010) have also stated nine highly effective comprehension strategies that emerging research has pinpointed. The nine strategies should be taught in realistic contexts with effective scaffolding, together and apart.
1. Apply general world knowledge, knowledge of other texts and personal experiences
2. Size up the text in advance by looking at titles, text features, such as layout, pictures and captions.
3. Decode or derive meaning from words, phrases or sentences
4. Stop to reread when meaning is unclear
5. Reflect on the text before, during and after reading to adjust and correct the meaning
6. Construct meanings by generating mental pictures where relevant
7. Approach the text with attention to the genre (text-type). Consider setting characters and story
8. Give attention to various features of non-fiction text-types and how they affect meaning
9. Find main ideas, summarise and draw conclusions
1. Apply general world knowledge, knowledge of other texts and personal experiences
2. Size up the text in advance by looking at titles, text features, such as layout, pictures and captions.
3. Decode or derive meaning from words, phrases or sentences
4. Stop to reread when meaning is unclear
5. Reflect on the text before, during and after reading to adjust and correct the meaning
6. Construct meanings by generating mental pictures where relevant
7. Approach the text with attention to the genre (text-type). Consider setting characters and story
8. Give attention to various features of non-fiction text-types and how they affect meaning
9. Find main ideas, summarise and draw conclusions
Checklist on how to enhance each student's learning experience:
1. Comfortable, supportive environment
2. Duration of reading
3. Variety of texts
4. Use of broad vocabulary (used in conversation, text and environment)
5. Practice writing
6. Consistent and fluent conversation
(Duke & Pearson, 2002)
2. Duration of reading
3. Variety of texts
4. Use of broad vocabulary (used in conversation, text and environment)
5. Practice writing
6. Consistent and fluent conversation
(Duke & Pearson, 2002)