The following are seven basic reading comprehension strategies to help readers better understand what they are reading. Your group's mission will be to research and explain the strategy, share an actual example of how the strategy could be used, and suggest ways that your classmates might use this strategy in their classes and in testing situations. You will then be responsible for preparing a short presentation of this info to share with the whole class. Please make sure you choose reputable sources.
Group 1. Activating background knowledge to make connections between new and known information. This is often divided into 3 categories: text-to-self, text-to-text, and text-to-world.
http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
Group 2. Questioning the text. Good readers are ask questions while they read. Sticky notes, graphic organizers, and reading guides help teach students to stop, mark text, and note questions as they read.
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
http://www.scholastic.com/teachers/article/questioning-text
http://udleditions.cast.org/strategy_question.html
http://www.decs.sa.gov.au/northernadelaide/pages/comp/37986/?reFlag=1
harry_potter_this_is_the_real_one_ok.mov.webloc
Group 3. Drawing inferences. Using their prior knowledge about a topic and the information they have gleaned in the text to make predictions about what might happen next, is a trait good readers apply. Think-alouds are an excellent example of this.
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
http://academic.cuesta.edu/acasupp/as/309.HTM
http://www.laflemm.com/reso/inference.html
Group 4. Determining importance. Readers need to continually weed through and prioritize information in text. Text features in nonfiction like bullets and headings help readers decide what is most important, while verbal cues help emphasize ideas in novels.
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
http://www.readinglady.com/mosaic/tools/Madison%20DI%20documents.pdf
http://www.naperville203.org/assets/literacyGr3-5Importance.pdf
Group 5. Creating mental images. As you read, you should be visualizing action, characters, or themes. The old saying, "A picture is worth 1,000 words" didn't hang around this long for nothing.
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
mentalimages (1).ppt
http://www.readingrockets.org/strategies/visual_imagery/
Group 6. Repairing understanding when meaning breaks down. If you don't understand something you read, it doesn't do you any good to don't just plow ahead through text when it doesn't make sense. Instead, stop and use "fix-up" strategies to restore your understanding.
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
http://www.readinglady.com/mosaic/tools/Fix-Up%20Strategies%20bookmarks%20by%20Cherie.pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson95/clunks_graph.pdf
Fix-up Strategies.ppt
Group 7. Synthesizing information. Synthesis is the most complex of the comprehension strategies, using elements from all of the others: connecting, questioning, and inferring. Students who synthesize go beyond making meaning of the text, to integrating their understanding into their lives and views of the world.
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
http://www.west.asu.edu/johnso/synthesis/learners.html
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