What Every SLMS Should Know What Every SLMS Should Know about Teaching about Teaching

Reading Comprehension StrategiesReading Comprehension Strategies

Prepared by the Prepared by the SLMS Role in Reading Task Force SLMS Role in Reading Task Force 

                                                                July 2009July 2009

Research shows that reading Research shows that reading comprehension strategies can and comprehension strategies can and should be taught from the primary should be taught from the primary grades through high school (p. 216).grades through high school (p. 216).

Research also shows that this Research also shows that this instruction is not taking place in instruction is not taking place in many classrooms (p. 198).many classrooms (p. 198).

Source:Reading Instruction that Works: The Case for Balanced Teaching by Michael Pressley

(Guildford Press, 1998)

By explicitly teaching and By explicitly teaching and coteaching reading comprehension coteaching reading comprehension strategies, LMS can make a strategies, LMS can make a positive impact on students’ positive impact on students’ reading development.reading development.

These strategies are easily integrated into classroom-library lesson plans and storytime learning objectives.

Source:Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon

(ALA Editions, 2007)

Reading Comprehension Reading Comprehension StrategiesStrategies

Activating or building background Activating or building background knowledgeknowledge

Using sensory imagesUsing sensory images

QuestioningQuestioning

Making predictions and inferencesMaking predictions and inferences

Determining importanceDetermining importance

Monitoring and regaining comprehensionMonitoring and regaining comprehension

SynthesizingSynthesizing

Procedures for TeachingProcedures for TeachingReading Comprehension Reading Comprehension StrategiesStrategies

Direct instruction begins with educators modeling one Direct instruction begins with educators modeling one strategy at a time (for whole group instruction).strategy at a time (for whole group instruction).

Educators use think-alouds to describe why, when, and Educators use think-alouds to describe why, when, and how they are using the strategy to make meaning.how they are using the strategy to make meaning.

Educators guide whole group in practicing the strategy.Educators guide whole group in practicing the strategy.

Educators guide small groups, partners, or individual Educators guide small groups, partners, or individual readers in applying the strategy.readers in applying the strategy.

Readers reflect on the benefits and challenges of using Readers reflect on the benefits and challenges of using the strategy.the strategy.

Phase out educator direction until readers apply Phase out educator direction until readers apply strategies independently.strategies independently.

Reading Comprehension Reading Comprehension StrategyStrategy

Activating and Building Background Activating and Building Background KnowledgeKnowledge

Text-to-selfText-to-self

Text-to-textText-to-text

Text-to world connectionText-to world connection

AASL Standards AASL Standards for the 21for the 21stst-Century Learner-Century Learner

Activating and Building Background Activating and Building Background Knowledge IndicatorsKnowledge Indicators

Use prior and background knowledge as Use prior and background knowledge as context for new learning. (1.1.2)context for new learning. (1.1.2)

Connect ideas to own interests and Connect ideas to own interests and previous knowledge and experience. previous knowledge and experience. (4.1.5)(4.1.5)

Recognize when, why, and how to focus Recognize when, why, and how to focus efforts in personal learning. (4.4.3) efforts in personal learning. (4.4.3)

Reading Comprehension Reading Comprehension StrategyStrategy

Using Sensory ImagesUsing Sensory Images

Engaging all five senses in Engaging all five senses in “visualization”“visualization”

Increasing enjoyment as well as Increasing enjoyment as well as comprehension of textscomprehension of texts

AASL StandardsAASL Standardsfor the 21for the 21stst-Century Learner-Century Learner

Sensory Images IndicatorSensory Images IndicatorRead, view, and listen for pleasure and Read, view, and listen for pleasure and

for personal growth. (4.1.1)for personal growth. (4.1.1)

Reading Reading Comprehension Comprehension

StrategyStrategy

QuestioningQuestioningMonitoring comprehension through Monitoring comprehension through

questioningquestioningFocusing on questions rather than Focusing on questions rather than

answers before, during, and after answers before, during, and after readingreading

Questioning the text and the authorQuestioning the text and the author

AASL Standards AASL Standards for the 21for the 21stst-Century Learner-Century Learner

Questioning IndicatorsQuestioning IndicatorsDevelop and refine a range of questions to Develop and refine a range of questions to

frame search for new understanding. (1.1.3)frame search for new understanding. (1.1.3)

Find, evaluate, and select appropriate sources Find, evaluate, and select appropriate sources to answer questions. (1.1.4)to answer questions. (1.1.4)

Display initiative and engagement by posing Display initiative and engagement by posing questions and investigating the answers questions and investigating the answers beyond the collection of superficial facts. beyond the collection of superficial facts. (1.2.1) (1.2.1)

Reading Comprehension Reading Comprehension StrategyStrategy

Making Predictions and InferencesMaking Predictions and Inferences

Making predictions based on plotMaking predictions based on plot

Making inferences found between the Making inferences found between the lines (dependent on reader’s lines (dependent on reader’s background knowledge)background knowledge)

Propelling reader through the textPropelling reader through the text

Interpreting and make meaningInterpreting and make meaning

AASL StandardsAASL Standardsfor the 21for the 21stst-Century Learner-Century Learner

Making Predications and Inferences Making Predications and Inferences IndicatorIndicator

Read, view, and listen for information Read, view, and listen for information presented in any format (e.g., textual, presented in any format (e.g., textual, visual, media, digital) in order to make visual, media, digital) in order to make inferences and gather meaning. (1.1.6)inferences and gather meaning. (1.1.6)

Reading Comprehension Reading Comprehension StrategyStrategy

Determining ImportanceDetermining Importance

Sorting and prioritizingSorting and prioritizing

Identifying main ideas and supporting Identifying main ideas and supporting detailsdetails

SummarizingSummarizing

Essential skill for notemakingEssential skill for notemaking

AASL Standards AASL Standards for the 21for the 21stst-Century Learner-Century Learner

Determining Importance IndicatorDetermining Importance Indicator

• Organize knowledge so it is useful. Organize knowledge so it is useful. (2.1.2) (2.1.2)

Note: Students must be able to distinguish Note: Students must be able to distinguish main ideas from supporting details in order to main ideas from supporting details in order to make notes and organize knowledge. make notes and organize knowledge.

Reading Comprehension Reading Comprehension StrategyStrategy

Monitoring and Regaining Monitoring and Regaining ComprehensionComprehension

Determining when comprehension was Determining when comprehension was lostlost

Using fix-up options to regain Using fix-up options to regain comprehensioncomprehension

AASL Standards AASL Standards for the 21for the 21stst-Century Learner-Century Learner

Monitoring and Regaining Monitoring and Regaining Comprehension IndicatorComprehension Indicator

Monitor gathered information and Monitor gathered information and assess for gaps and weaknesses. assess for gaps and weaknesses. (1.4.3) (1.4.3)

Reading Comprehension Reading Comprehension StrategyStrategy

SynthesizingSynthesizingMaking meaning from multiple resourcesMaking meaning from multiple resourcesUsing decision-making to interpret Using decision-making to interpret

information through the selecting information through the selecting important ideas and concepts and important ideas and concepts and discarding othersdiscarding others

Thinking critically about information and Thinking critically about information and ideasideas

AASL StandardsAASL Standardsfor the 21for the 21stst-Century Learner-Century Learner

Synthesizing IndicatorSynthesizing Indicator

Make sense of information gathered Make sense of information gathered from diverse sources by identifying from diverse sources by identifying misconceptions, main and supporting misconceptions, main and supporting ideas, conflicting information, and point ideas, conflicting information, and point of view or bias. (1.1.7) of view or bias. (1.1.7)

AASL Standards AASL Standards for the 21for the 21stst-Century Learner -Century Learner

and ALL Reading Comprehension and ALL Reading Comprehension Strategies Indicators Strategies Indicators

Read, view, and listen for information Read, view, and listen for information presented in any format (e.g., textual, presented in any format (e.g., textual, visual, media, digital) in order to make visual, media, digital) in order to make inferences and gather meaning (1.1.6)inferences and gather meaning (1.1.6)

Use strategies to draw conclusions Use strategies to draw conclusions from information and apply knowledge from information and apply knowledge to curricular areas, real world to curricular areas, real world situations, and further investigations situations, and further investigations (2.1.3)(2.1.3)

AASL Standards AASL Standards for the 21for the 21stst-Century Learner -Century Learner

and ALL Reading Comprehension and ALL Reading Comprehension Strategies Indicators Strategies Indicators (continued)(continued)

Use strategies to draw conclusions from Use strategies to draw conclusions from information and apply knowledge to curricular information and apply knowledge to curricular areas, real world situations, and further areas, real world situations, and further investigations (2.1.3)investigations (2.1.3)

Read widely and fluently to make connections Read widely and fluently to make connections with own self, the world, and previous reading with own self, the world, and previous reading (4.1.2)(4.1.2)

Respond to literature and creative expressions Respond to literature and creative expressions of ideas in various formats and genres (4.1.3) of ideas in various formats and genres (4.1.3)

Allen, J. 2000. Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12. Portland, ME: Stenhouse.

______. 2004. Tools for Teaching Content Literacy. Portland, ME: Stenhouse.

Grimes, S. 2006. Reading Is Our Business : How Librarians Foster Reading Comprehension. Chicago: ALA Editions.

Harvey, S., and A. Goudvis. 2000. Strategies that Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse.

Keene, E. O., and S. Zimmermann. 1997. Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Portsmouth, NH: Heinemann.

Resources for EducatorsResources for Educators

Moreillon, J. 2007. Moreillon, J. 2007. Collaborative Strategies for Teaching Reading Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your ImpactComprehension: Maximizing Your Impact. Chicago: ALA Editions.. Chicago: ALA Editions.

Tovani, C. 2007. Tovani, C. 2007. Do I Really Have to Teach Reading? Content Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12Comprehension, Grades 6-12. Portland, ME: Stenhouse. . Portland, ME: Stenhouse.

_____. 2000. _____. 2000. I Read It, But I Don’t Get It: Comprehension Strategies for I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent ReadersAdolescent Readers. Portland, ME: Stenhouse.. Portland, ME: Stenhouse.

Walker, C. 2004. Walker, C. 2004. Teaching Reading Strategies in the School LibraryTeaching Reading Strategies in the School Library. . Westport, CT: Libraries Unlimited.Westport, CT: Libraries Unlimited.

Zimmermann, S., and C. Hutchins. 2003.Zimmermann, S., and C. Hutchins. 2003. 7 Keys to Comprehension: How 7 Keys to Comprehension: How to Help Your Kids Read It and Get It!to Help Your Kids Read It and Get It! New York: Three Rivers Press. New York: Three Rivers Press.

Resources for EducatorsResources for Educators(Continued)(Continued)