READING STRATEGY PREDICTION What is this strategy Learners

READING STRATEGY: PREDICTION

What is this strategy? Learners discuss a text before reading e. g. Through looking at the picture of a novel, the title of a poem, the first part of a text in order to predict what it could be about.

READING STRATEGY SKIMMING

What is this strategy? To read quickly over a text to get an idea of what the text includes e. g. To read a bus/train timetable to find out where the buses and trains go. To read an information text to find out what kind of information is included. To look at the TV listings in the paper or on Teletext/Ceefax/Sky to find out the kinds programmes on that evening.

READING STRATEGY SCANNING

What is this strategy? Locating specific detail such as a key idea, word, date, name or time in a text. Like skimming, it involves rapid movement of the eye across the page while skipping most of the text, but keeping the specific detail that is required at the conscious level.

READING STRATEGY CLOZE

What is this strategy? This procedure is a strategy used frequently at all key stages and in many curriculum areas. Unfortunately, its value is not always clear as it is often little more than a gap-filling exercise used to keep learners quietly occupied. It helps develop higher-order reading skills and reinforce key vocabulary because it forces the reader to look at words in context and to problem solve what the missing word(s) could be.

READING STRATEGY PAIRED READING

What is this strategy? A simple and effective strategy. Whenever learners need to read a text they read aloud in pairs. It lets them read more slowly, digest more information, question new words, share prior knowledge and understanding and collaborate to make sense of meaning.

READING STRATEGY SEQUENCING

What is this strategy? A text e. g. Poem, story, paragraph, instruction text. . . is cut up into different parts. The task is to put the parts back in the correct order using the clues in the text. Clues could be rhyme or verse pattern in a poem; connectives and imperatives in an instruction text.

READING STRATEGY COMPREHENSION

What is this strategy? The process of comprehension has been likened to building bridges between what you know and what you read. In that respect, it resembles a problemsolving process and demands and active approach. Asking the right questions is fundamental to comprehension. It’s important not just to focus on literal comprehension but to use comprehension to develop learners’ skills of inference and deduction, their ability to read beyond surface meaning.

READING STRATEGY Guided Reading

What is this strategy? The teacher is consciously teaching reading to a small group of learners, acting as the expert who guides the learners through the text. This cannot be done in a whole-class situation where the range of abilities will be too wide. The aim of guided reading is to enable learners to become independent, to be able to read, understand appreciate texts on their own without the teacher’s help.

READING STRATEGY Shared Reading

What is this strategy? The teacher’s role is to make clear how good readers approach a text by modelling the process, demonstrating the ways an effective reader thinks as they read a text, so that learners can follow this example. This takes place in a whole-class situation. Everyone can see the text – on a screen, whiteboard, on paper or from a big book – and, because the teacher is the reader, he or she can support the learners to appreciate material that may be slightly harder than that which they could read on their own.

READING STRATEGY Graphic Organisers

What is this strategy? e. g. KWLH Grids and Qu. ADs Grids GRID GEDS / KWLHGRID Beth ydw i’n gwybod What do I Know? Beth ydw i eisiau gwybod? What do I Want to know? Beth wnes i ddysgu? What have I Learnt? Sut wnes i ddysgu? How did I learn? GRID Cw. AMFf / Qu. ADS GRID Cwestiwn Question Ateb Answer Manylion Details Ffynhonnell Source