1. READING STRATEGIES
Lic. Magda Castro
magdaecz@hotmail.com

2. READING STRATEGIES
TASK 1. Individually, answer the following questions:
a. What material do you ask your ss to read?
b. Why do your ss need to read?
c. How do they read the following? Quickly, slowly,
at their own pace? Why?
1. A novel: …………
2. A newspaper: …………….
3. A telephone directory: ………………
4. A short text in a language they do not know:
………

3.  TASK 2 In pairs, compare your ideas with your
partner. Any extra comments?
 TASK 3 First individually, answer questions A
and B. Then share your views with your partner
and clarify your ideas if it is necessary.
A. What is reading comprehension for you?
B. Match the definitions on the right with the
words or phrases on the left. For example 5-c.

4.  a. Skimming 1. Quickly running one’s eyes
 b. Scanning over a text to get the gist.
 c. Intensive reading 2. Reading longer texts usually
 d. Extensive reading for one’s pleasure. This is a
fluency activity, mainly
 e. Deducing meaning involving global
understanding.
3. Quickly going through a text
to find a particular piece of
information.
4. Understanding unknown
words because of contextual
clues.
5. Reading shorter texts to
extract specific information.
This is more of an accuracy
activity involving reading
for detail.

5. WHAT GOOD READERS DO
 BEFORE READING:
 Form hypotheses about the author’s purpose for writing.
 Make predictions based on illustrations, charts and
subheadings.
 They consider what they already know about the topic or
the genre.
 Set purposes for reading.
 Establish goals to help them pace their reading.
 Their teachers model the process of reading, which allows
the ss to build a repertoire of useful strategies.

6.  During reading:
 Sort relevant and irrelevant information, they
organize data to find the gist , or main idea.
 Selectively use the three cueing systems:
graphophonics (print- sound relation ships),
semantic (meaning) cues, and syntax
(language structure).
 Use decoding (graphophonics) and context
(semantics and syntax to construct meaning.

7. M
syntax E semantics
A
N
I
N
G
graphophonics

8.  After reading:
 Reflect on what and how they have read.
 Posing questions, evaluating strategies, confirming or
adjusting predictions and hypotheses.
 Writing or discussing responses, and summarizing.
 Use of metacognitive strategies after reading signals
readers that thinking about their thinking is
important.
 The ideas they bring to a text are just as important as
the text itself.
 Teachers have included the use of graphic organizers.

9.  All readers can benefit form:
 Instruction that makes the invisible processes
of reading and thinking visible by using
- Direct instruction and modeling.
- Teacher ensure that students become aware of
the need to monitor themselves.
- Immersion in good literature, instruction and
modeling, and attention to special needs.

10. READING SKILLS
 1. PREVIEWING
a. Making predictions:
- Say what will the text be about before
actually reading it.
b. Anticipation:
- The ability of activating prior knowledge in
order to help the text become
comprehensible.

11. 2. Inferring:
- Understand a certain aspect of the text based
on the meaning of the rest of the information.
- It is necessary to use ideas stated in the text
plus your personal experience.
- You go farther than the text itself.

12. 3. Context clues:
- When you have to infer the meaning of a new
word you may take into account the context in
which it appears.
- It might be the external context or the internal
structure of the word.

13. 4. Predicting outcomes:
- Consists of establishing the end of an
incomplete fragment based on the sequence of
events.

14. 5. Cause – effect relationships
- The ability of finding the reasons or
motivations why an event takes place or the
consequence of an action. They might be
stated or not.

15. Task 4.
 Choose one of the reading texts and create
more activities to be developed with your
students, taking into consideration the
reading skills. Work in groups.

16. READ WHY?
PLEASURE
Magazines,
holiday
brochures, STUDY
SURVIVAL letters.
Forms, official Dictionaries
READ WHAT?Text books
notices, bills and
receipts, labels, index,
directions, bus
and train abstracts
WORK
timetables.
Reports articles
Catalogues
Workshop manuals
Notice boards

17. A DIFFICULT TEXT?
 Help students by:
- More background information!
- Pre- teach key words the day before!
- Divide text into short chunks!
- Sign – post questions for main points!
- Add discourse markers where helpful!
- Ask easy questions!
- Paraphrase difficult ideas!
- Set easy tasks like matching questions and
answers!
- Praise and encouragement!