The Key Reading Comprehension Strategies
A Reading Strategies Chart can be downloaded at the end of this post.
There are often disagreements in the world of education regarding which comprehension strategies should be taught, how they should be taught, and at which grades each strategy should be introduced. In reality, even a toddler who is being read to will employ key comprehension strategies, such as accessing background knowledge, predicting, inferring, and evaluating, to make sense of the text. Readers do not use the strategies in a particular sequence nor do they use all the strategies for every text they read. Rather, the reader’s brain employs the strategies necessary to understand the specific text they’re reading.
Eleven Key
Comprehension Strategies
Accessing Background Knowledge
Whenever we read, the first strategy our brain employs is accessing background knowledge. Sometimes this is referred to as the reader’s prior knowledge or schema. It is information and experiences stored in the reader’s memory.
Since these 3 terms all refer to the same strategy, choose the term you prefer & be consistent whenever you talk to your students about this strategy.
Gaining Information from Images
Almost all the text our students read will include images. Authors are very purposeful in their choice of which images to include with the text. These visuals almost always provide additional information to what’s written.
We need to explicitly teach our young readers to examine any images the author has included to see what information they can learn.
Asking Questions
Readers ask questions before, during, and after reading. This keeps them engaged and focused on the text they’re reading. As a result, they come away with a deeper understanding of the text.
Many students need explicit instruction in this strategy as they don’t realize this is what strong readers do as they read.
Creating Mental Images
A reader can create mental images before, during, and after reading. This is done by using clues from the author’s words and adding that to background knowledge.
As you no doubt know, some students need explicit instruction in visualization in order to create mental images.
Making Predictions
When readers make a “guess” as to what will happen next in a text, they
use clues from the author’s words and/or images,
add that information to what they already know (background knowledge), and then
make a prediction.
As the reader continues reading, it will become evident whether or not the prediction was correct.
Inferring Characters’ Feelings, Actions, and/or Traits
Inferring is closely related to predicting because the reader uses clues from the author’s words and/or images, coupled with his/her prior knowledge, to draw conclusions. Inferring is often referred to as “reading between the lines,” since what is determined is not explicitly stated in the text. Unlike a prediction, an inference is very often not confirmed by the author’s words or images.
Making Connections
While reading, a reader’s brain searches for prior knowledge. Sometimes, the reader’s brain will say,
“Oh, that reminds me of …!” When this occurs, the reader is making a connection to the text.
Three Types of Connections
text-to-self: The author’s words remind the reader of something in his/her own life.
text-to-text: The text being read reminds the reader of a different text.
text-to-world: The text reminds the reader of a historical event or current event.
Monitor Comprehension
Proficient readers are constantly aware of whether or not the text they’re reading makes sense. If it doesn’t, they will use a variety of strategies to help clarify their understanding.
A few such strategies include:
using word-solving strategies to decode unknown words
rereading, often at a slower pace
examining the images
using context clues
Many young readers need explicit instruction to develop the habit of monitoring their comprehension and employing different strategies to clarify their understanding of the text.
Determine Importance & Summarize
To summarize a text, the reader first has to determine which information is important versus which information the author added for interest.
The reader then paraphrases the text, speaking to only the important information.
Synthesize
Sometimes readers will come away with new understandings after reading a text. To synthesize, a reader combines prior knowledge with information from the text.
When that information contradicts prior knowledge, synthesis occurs. The reader now has a new understanding.
Evaluate
During and after reading, readers form opinions of the text. They may evaluate the author’s message, writing style, point of view, etc.
This strategy includes readers providing evidence to support their opinions.
Why Should We Explicitly Teach Our Students These Comprehension Strategies?
REASON 1: Struggling readers do not realize that those who appear to find reading “easy” actually work hard to understand the text they’re reading. Teaching these students the comprehension strategies strong readers use gives them the essential tools they need to become proficient readers.
REASON 2: Proficient readers often don’t realize they are using these strategies. Teaching these students the strategies makes them aware of their own thinking. When their understanding falters, they can be purposeful about using the strategy(ies) that will improve their comprehension.
Download your copy of the Key Comprehension Strategies chart.
To purchase the full resource that includes individual strategy cards for each of the key comprehensions strategies, click on the My Shop button.
