Reading Comprehension Strategies

A "strategy" is a plan developed by a reader to assist in comprehending and thinking about texts, when reading the
words alone does not give the reader a sense of the meaning of a text. In recent years, reading comprehension
strategy instruction has come to the fore in reading instruction at all age and grade levels. By helping students
understand how these flexible tools work, teachers enable readers to tackle challenging texts with greater
independence.

Strategy instruction is rooted in the work of David Pearson and his colleagues, who studied the processes of
proficient readers, and then sought ways to teach these processes to struggling readers. While there is debate about
the relative importance of different strategies (or even if some should be deleted from or added to the list), most
researchers and practitioners agree about a core set of seven strategies:

1. Activating background knowledge to make connections between new and known information. In many
classrooms, this instruction is divided into three categories of connection as defined by Colleen Buddy - text-to-self,
text-to-text, and text-to-world (Buddy quoted in Keene and Zimmerman, 2007).

2. Questioning the text. Proficient readers are always asking questions while they read. Sticky notes (post-its) have
become ubiquitous in classrooms in part because they are such a useful tool for teaching students to stop, mark text,
and note questions as they read.

3. Drawing inferences. Proficient readers use their prior knowledge about a topic and the information they have
gleaned in the text thus far to make predictions about what might happen next. When teachers demonstrate or model
their reading processes for students through think-alouds, they often stop and predict what will happen next to show
how inferring is essential for comprehending text.

4. Determining importance. In the sea of words that is any text, readers must continually sort through and prioritize
information. Teachers often assist readers in analyzing everything from text features in nonfiction text like bullets
and headings, to verbal cues in novels like strong verbs. Looking for these clues can help readers sift through the
relative value of different bits of information in texts.

5. Creating mental images. Readers are constantly creating mind pictures as they read, visualizing action,
characters, or themes. Teachers are using picture books with students of all ages, not necessarily because they are
easy to read, but because the lush and sophisticated art in these books can be a great bridge for helping students see
how words and images connect in meaning-making. 

6. Repairing understanding when meaning breaks down. Proficient readers don't just plow ahead through text when
it doesn't make sense - they stop and use "fix-up" strategies to restore their understanding. One of the most important
fix-up tools is rereading, with teachers demonstrating to students a variety of ways to reread text in order to repair
meaning.

7. Synthesizing information. Synthesis is the most sophisticated of the comprehension strategies, combining

Easier - There are different styles of reading for different situations. The technique you choose will depend on the
purpose for reading. For example, you might be reading for enjoyment, information, or to complete a task. If you are
exploring or reviewing, you might skim a document. If you're searching for information, you might scan for a
particular word. To get detailed information, you might use a technique such as SQ4R. You need to adjust your
reading speed and technique depending on your purpose.
 
Many people consider skimming and scanning search techniques rather than reading strategies. However when
reading large volumes of information, they may be more practical than reading. For example, you might be
searching for specific information, looking for clues, or reviewing information.
 
Harder - Web pages, novels, textbooks, manuals, magazines, newspapers, and mail are just a few of the things that
people read every day. Effective and efficient readers learn to use many styles of reading for different purposes.
Skimming, scanning, and critical reading are different styles of reading and information processing.
 
Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not
reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster
than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use
skimming when you want to see if an article may be of interest in your research.
 
There are many strategies that can be used when skimming. Some people read the first and last paragraphs using
headings, summarizes and other organizers as they move down the page or screen. You might read the title,
subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is
useful when you're seeking specific information rather than reading for comprehension. Skimming works well to
find dates, names, and places. It might be used to review graphs, tables, and charts.
 
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for
key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular
answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning
is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned
the document, you might go back and skim it.
 
When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or
next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will
put key ideas in the margin.
 
Reading off a computer screen has become a growing concern. Research shows that people have more difficulty
reading off a computer screen than off paper. Although they can read and comprehend at the same rate as paper,
skimming on the computer is much slower than on paper.