Reading Strategies
What is reading?
‘Reading is a multifaceted process involving word recognition, comprehension, fluency and motivation.’ (Diane Henry Leipzig 2001) In addition, I believe that reading is more than just recognizing words; it involves relating what is being read relating to one’s experiences and to establish an understanding, appreciation and enjoy to the material. There are different techniques that teachers can employ before, after and during reading to help students enjoy, appreciate and understand what they read.
1. Before Reading Strategy
Anticipation Guide:
Frank Smith (1978) stated that an anticipation guide is a reading strategy that allows students to make predictions about the text or material that they use. ‘Also called a prediction guide, the anticipation guide is a way to prepare a reader prior to reading by asking them to react to a series of statements related to the content of the material (Smith 1978). It is helpful in allowing students to anticipate big ideas, in setting a purpose for reading activating the background knowledge of students and creating discussions. Students are also given the opportunity to confirm or refute statements that they made.
2. During Reading Strategy
Inferential Reading:
Making inferences referred to as ‘reading between the lines’ or making a conclusion about something that is not stated directly based on the facts that are presented. ‘Making inferences are important as it helps readers comprehend texts or words that they are unsure of, helps them arrive at deeper meanings and value the material that they read. In engaging in this activity students are able to discover what is important, why and how events and characters can influence one another and they are also able see how the text may refer to them personally. In addition, it motivates them because they are involved in the text personally.’ (Matt Ollendick, Justine Trueboold, Dani Vogel 2007)
3. After Reading Activity
Conversations Across Time
In the reading of texts and other materials it is essential that students engage in critical thinking based on the themes, issues and actions of characters. In this reading strategy students are given the opportunity to compare and contrast issues, opinions about topics, questions etc Tom Loflus (Atena High School). For example students may be asked to explore the issue of power in characters in plays such Macbeth, Julius Caesar, The Tempest and give their own views about it.
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