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Effective Reading
Strategies
Before, During, and After Reading Strategies for
Non-Fiction Comprehension
Kimberly Wauters
R...
Develop a Comprehensive Reading Plan
 Before Reading Strategies
 Activate Prior Knowledge
 Consider Text Readability
 ...
Before Reading Strategies
Activate
Prior
Knowledge
Consider
Text
Readability
Set a
Purpose
Scan the
Text
Activating Prior Knowledge
• Brainstorming
• Group Discussions
• Mind or Concept Mapping
• Advance Organizers
• Vocabulary...
 Five Finger Test
1. Open an expository text to any
page near the middle
2. Begin reading aloud
3. Hold up 1 finger for e...
“The nature and purpose of a reading task also affect
comprehension” (Bursuck & Damer, 2011, p. 276).
Set A Purpose
• Pre-...
o Consider and note the structural organization of content by examining
expository text features
Scan the Text
o Maps
o Ta...
During Reading Strategies
Self-Monitor for
Comprehension
Take Notes to
Summarize
and Retain
Information
Visualize the
Info...
Think A-Louds
Summarizing Key Information
Re-reading Misunderstood Text
Setting an Appropriate Reading Pace
Monitoring for...
“Visualizing
strengthens reading
comprehension skills
as students gain a
more thorough
understanding of the
text they are ...
Take Notes!
• Use sticky notes to write key information on the
page and find the hot spots
• Complete graphic organizers t...
Make Connections
• Text to Self
How does the information relate to me?
• Text to Text
How does the information remind me o...
After Reading Strategies
Summarize Key
Ideas and
Concepts
Discuss the
Content
Review
Comprehension
Questions &
Notes
Seek
...
Summarize Key Concepts and Details
 It helps students learn to determine essential
ideas and consolidate important detail...
Review Comprehension Questions & Notes
QAR’s
Right There
Author and You
Think and Search
On My Own
• Were your questions a...
Discuss the Text
• Think, Pair, Share
• WHIP Questioning (TheTeacherToolKit.com)
• Discussion Webs (EducationWorld.com)
• ...
Was there something you did
not understand?
 Ask parents, friends, and teachers
to clarify the meaning of difficult
conte...
The Power of Reading
“Not all readers are leaders, but all
leaders are readers.”
―
Harry S. Truman
“A great book should le...
References
Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities. Boston: ...
Kimberly wauters   effective reading strategies power point
Kimberly wauters   effective reading strategies power point
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Kimberly wauters effective reading strategies power point

Effective before, during, and after reading strategies are discussed for expository text.

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Kimberly wauters effective reading strategies power point

  1. 1. Effective Reading Strategies Before, During, and After Reading Strategies for Non-Fiction Comprehension Kimberly Wauters RED4348 – Literacy Development Engel 2015
  2. 2. Develop a Comprehensive Reading Plan  Before Reading Strategies  Activate Prior Knowledge  Consider Text Readability  Set A Purpose  Scan the Text  During Reading Strategies  Self-Monitor  Visualize  Take Notes  Make Connections  After Reading Strategies  Summarize  Review  Discuss  Seek Clarification
  3. 3. Before Reading Strategies Activate Prior Knowledge Consider Text Readability Set a Purpose Scan the Text
  4. 4. Activating Prior Knowledge • Brainstorming • Group Discussions • Mind or Concept Mapping • Advance Organizers • Vocabulary Previews • KWL Charts • Developing Pre-Reading Questions Prior Knowledge is”…the knowledge and skills that readers bring to the reading process” (Bursuck & Damer, 2011, p. 276) Activities
  5. 5.  Five Finger Test 1. Open an expository text to any page near the middle 2. Begin reading aloud 3. Hold up 1 finger for every word read incorrectly 4. If you are holding up 5 fingers before you reach the end of the page, the book is too hard 5. If you are holding up some fingers before you reach the end of the page, the book is just right Consider Text Readability  Is the text comprehensible and at the appropriate level of the reader?  According to Bursuck & Damer, “When a student is expected to read frustration-level text, feelings of inadequacy for the task can consume her attention and diminish effort” (2011, p. 277).
  6. 6. “The nature and purpose of a reading task also affect comprehension” (Bursuck & Damer, 2011, p. 276). Set A Purpose • Pre-read comprehension questions to focus attention during reading and guide retention efforts towards key concepts • Predict what will be covered in the text by examining exterior text features: Cover art, back-cover summary, and title • Is the purpose for reading recreational or academic?
  7. 7. o Consider and note the structural organization of content by examining expository text features Scan the Text o Maps o Tables o Graphs o Illustrations o Bolded Vocabulary o Index o Table of Contents o Chapter Headings o Section Headings o Figures o Captions o Glossary
  8. 8. During Reading Strategies Self-Monitor for Comprehension Take Notes to Summarize and Retain Information Visualize the Information Make Connections
  9. 9. Think A-Louds Summarizing Key Information Re-reading Misunderstood Text Setting an Appropriate Reading Pace Monitoring for Comprehension Metacognitive Skills : Students’ ability to “…plan, monitor, and select effective strategies when there is a problem with their comprehension” (Bursuck & Damer, 2011, p. 285). Do I understand what I’m reading?
  10. 10. “Visualizing strengthens reading comprehension skills as students gain a more thorough understanding of the text they are reading by consciously using the words to create mental images” - Teachervison.com Visualize the InformationVisualize the Information • Create a mental picture of what is being read and relate it to personal experiences • Keep a visualization reading log where images and connections are documented for future reference • Seeing key information in your mind will help you remember it later!
  11. 11. Take Notes! • Use sticky notes to write key information on the page and find the hot spots • Complete graphic organizers to summarize, compare, and contrast important concepts and details • Make outlines • Cornell note-taking • Highlight key terms and information • Pair and Share notes • Make Index Cards for future reference “Taking good notes requires students to evaluate, organize and summarize information.” - GreatSchools.org
  12. 12. Make Connections • Text to Self How does the information relate to me? • Text to Text How does the information remind me of something I’ve read before? • Text to the World How does the information relate to the world? “Reading comes alive when we recognize how the ideas in the text connect to our experiences and beliefs, events happening in the larger world, our understanding of history, and our knowledge of other texts.” - FacingHistory.org
  13. 13. After Reading Strategies Summarize Key Ideas and Concepts Discuss the Content Review Comprehension Questions & Notes Seek Clarification
  14. 14. Summarize Key Concepts and Details  It helps students learn to determine essential ideas and consolidate important details that support them.  It enables students to focus on key words and phrases of an assigned text that are worth noting and remembering.  It teaches students how to take a large selection of text and reduce it to the main points for more concise understanding. - ReadingRockets.org “Summarizing can also help students evaluate their understanding of what they have read, tell important and unimportant information apart, and better remember what they have read” (Bursuck & Damer, 2011, p. 293)
  15. 15. Review Comprehension Questions & Notes QAR’s Right There Author and You Think and Search On My Own • Were your questions answered in the text? • Did the text cover the topics you expected? • Are your notes organized and thorough?
  16. 16. Discuss the Text • Think, Pair, Share • WHIP Questioning (TheTeacherToolKit.com) • Discussion Webs (EducationWorld.com) • Blog and Tweet • Reading Circles “A recent study, published in Literacy, found that placing children in small group discussions fostered reading comprehension through creative and meaningful conversations.” - NeuroNetLearning.com
  17. 17. Was there something you did not understand?  Ask parents, friends, and teachers to clarify the meaning of difficult content  Conduct independent research  Try revisiting the text in an effort to draw more meaning from it. Would you like to know more about the content within the text?  Find other books and internet resources on the subject  Seek out the opinions and thoughts of experts through digital communication Seek Clarification
  18. 18. The Power of Reading “Not all readers are leaders, but all leaders are readers.” ― Harry S. Truman “A great book should leave you with many experiences, and slightly exhausted at the end” –William Styron
  19. 19. References Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities. Boston: Pearson. Education World, Inc. (2011, November 15). Webs (The discussion kind!) in the classroom. Retrieved from Education World: Connecting educators to what works: http://www.educationworld.com/a_lesson/lesson/lesson032.shtml ESC Region 13. (n.d.). Whip around. Retrieved November 2015, from TheTeacherToolKit.com: http://www.theteachertoolkit.com/index.php/tool/whip-around Facing History and Ourselves. (n.d.). Text-to-Text, Text-to-Self, Text-to-World. Retrieved November 2015, from FacingHistory.org: https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/text-text-text-self-text-worl NeuroNet Learning. (2013, October 13). Neuronetlearning.com. Retrieved from Small group discussion fosters reading comprehension: http://neuronetlearning.com/blog/small-group-discussion-fosters-reading-comprehension/ Porter, K. (n.d.). Pre-reading Strategies. Retrieved November 2015, from StudyGuidesandStrategies.net: http://www.studygs.net/preread.htm Sandbox Networks Inc. (n.d.). Visualizing. Retrieved November 2015, from TeacherVision.com: https://www.teachervision.com/reading- comprehension/skill-builder/48791.html?page=1& Unknown. (2013). Identifying expository text features. Retrieved from CourseImage.com: http://courseimage.com/images/187215-expository-text- features.png Walshire, R. (2015). Five finger test for choosing books. Retrieved from Rachael Walshire's Site: http://www.antioch34.com/webpages/RWalshire/mrs.cfm?subpage=744600 WETA Public Broadcasting. (n.d.). Summarizing. Retrieved November 2015, from ReadingRockets.org: http://www.readingrockets.org/strategies/summarizing

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