Reading Strategies For Students.Today we want to share with you 7 strategies to work directly on the reading comprehension of the first readers. Teaching comprehension strategies helps students become applied and active readers.These seven strategies are based on scientific research evidence to improve text comprehension. Let’s see what they are:
10 Best Reading Strategies For Students
1. Control of understanding
Students who are good at tracking their comprehension know when they understand what they read and when they don’t . They have strategies to “fix ” problems in their understanding as problems arise . Research shows that instruction , even in the early grades , can help students improve at tracking their understanding. I NSTRUCTION of comprehension monitoring teaches students to:
- Be aware of what they understand and what they don’t.
- Identify what you don’t understand
- Use appropriate strategies to solve comprehension problems
Metacognition can be defined as “thinking about thinking.” Good readers use metacognitive strategies that help them think and have control over their reading. Before reading, you could clarify your purpose for reading and previewing the text. During reading, they could monitor their comprehension, adjusting their reading speed to suit the difficulty of the text and “fix” comprehension problems they have. After reading, they check the understanding of what they read.
Students can use several comprehension control strategies:
- Identify where the difficulty occurs (For example: “I do not understand the second paragraph on page 76.”).
- Identify what the difficulty is (For example: “I don’t understand what the author means when he says:” Arriving in America was a milestone in my grandmother’s life. ‘”
- Repeat the difficult phrase or passage in your own words.
For example: “Oh, so the author means that coming to America was a very important event in his grandmother’s life.”
- Looking back through the text (For example ”The author talked about Mr. McBride in Chapter 2, but I don’t remember him much. Maybe if I reread that chapter, I can understand why he is acting this way now.”)
- Look ahead at the text for information that could help solve the difficulty
What can we expect in relation to reading comprehension in first readers?
3. Use of Maps / Graphics = Organizers.
Graphic organizers illustrate concepts and relationships between concepts in text or using diagrams. They can help readers focus concepts and understand how they relate to other concepts.
Graphic organizers can:
- Help students focus on the structure of the text “differences between fiction and non-fiction” as they read.
- Provide students with the tools they can use to examine and show relationships in a text.
- Help students write well-organized summaries of a text.
4. Answer Questions.
Questions can be effective because:
- They give students a purpose for reading.
- Focus students’ attention on what they have to learn
- They help students to think actively as they read.
- Encourage students to monitor their understanding
- Help students to review the content and relate what they have learned to what they already know.
5. Ask questions.
Children learn to ask themselves questions that force them to combine information from different text segments.
6. Recognize the structure of the story.
Children learn to identify content categories (characters, setting, events, problems, solution). They often learn to recognize the structure of the story through the use of story maps.
Summarizing requires children to determine what is important in what they are reading and also to describe it in their own words. Instruction in summarizing helps students to:
- Identify or generate main ideas
- Connect the central ideas.
- Eliminate unnecessary information.
- Remember what they read.
Effective reading strategies involve less up-to-date reading
The best way to spend an hour of study when you are assigned to “read a chapter” is to take as little time as possible to actually look at the words on the page, and as much time as possible to do this stuff:
- Check yourself on the content
- Organizing content
- View content
- Linking new concepts in the book with those you already know
- Identification and memorization of technical terms, formulas and vocabulary
- Applying textbook concepts to real world situations
In other words, spend your time learning and don’t just hack the words on the page until they turn into a giant mass of illegible grayish shapes.
Effective reading strategies for chapter study
As I said, your teacher doesn’t care if you read the entire chapter. He or she does n’t care if you know the material. And you should too. Here’s how to minimize reading and maximize learning as you read the tutorial. Just BE, ASK, ANSWER and VICTORING.
- Effective reading begins with spending the first part of your time looking at a chapter — look at the chapter headings, look at the pictures, read the introduction and conclusion, and look at the study questions at the end. Get a feel for what you need to know.
- To ask questions. On a piece of paper, convert the chapter headings into questions, leaving spaces underneath them. Change “Early Romantic Poets” to “Who Were the Early Romantic Poets?” Change “Lithography” to “What is HEC Lithography?” Etc. Do this for everyheading and subheading. Sounds like a waste of precious time. I assure you it is not.
- Anwser the questions. Read the chapter to answer the questions you just created. Write the answers in your own wordsunder the questions you wrote on the paper. Rephrasing what the book says is necessary because you will memorize your own words much better than someone else’s.
- When you find the answers to all the questions, re-read your notes with the indicated answers to see if you can answer the questions from memory. If not, re-read your notes until you can.