Reading Comprehension Strategies - 6th grade and up Non Fiction

2. READING AS A PROCESS
Reading is a multifaceted process involving
word recognition, comprehension, fluency, and
motivation. - Diane Henry Leipzig
Reading is the process of constructing meaning
through the dynamic interaction among: (1)
the reader's existing knowledge; (2) the
information suggested by the text being read;
and (3) the context of the reading situation
(Wixson, Peters, Weber, & Roeber, 1987, citing
the new definition of reading for Michigan).

3. WHY IS READING COMPREHENSION SO IMPORTANT?
Classrooms across the nation are interspersed with students who
experience frustration in reading comprehension every day. Often these
students don’t possess adequate reading comprehension skills to do
what is expected of them. Without comprehension, reading is just
following words on a page from left to right while sounding them out.
The words on the page have no meaning.
The main goal of reading is to have some kind of understanding of what
the writer is trying to say and make use of that information whether for
fact gathering, learning a new skill, or for pleasure. That’s why reading
comprehension skills are so important. Without them the reader cannot
gather any information and use it to efficiently function and enjoy the
richness of life.

4. WHAT CAN WE DO? (AS TEACHERS)
As teachers we often ask ourselves, “How can I help my
student’s excel?”
In this case teachers may be beginning to ask themselves
“What kind of strategies can I implement in order to aid in
my students comprehension?”
Luckily, this presentation will provide just that! I will provide
before, during and after reading skills for students in middle
school and higher with a focus on Non-Fiction readings.

5. READING STRATEGIES IMPLEMENTED BY TEACHER
Before reading, the teacher may:
• Motivate students through activities that may increase their interest EX. book talks, dramatic
readings, reader’s theatre. These strategies help make the text relevant to students.
• Activate students' background knowledge important to the content of the text by discussing what
students will read and what they already know about its topic and about the text organization.
During reading, the teacher may:
• Remind students to use comprehension strategies as they read and to monitor their understanding.
• Ask questions that keep students on track and focus their attention on main ideas and important
points in the text.
• Focus attention on parts in a text that require students to make inferences.
• Call on students to summarize key sections or events.
• Encourage students to return to any predictions they have made before reading to see if they are
confirmed by the text.
After reading, the teacher may:
• Offer students opportunities to respond to the reading in various ways, including through writing,
dramatic play, music, readers' theatre, videos, debate, or pantomime.
• Guide discussion of the reading.
• Ask students to recall and tell in their own words important parts of the text.

7. BEFORE READING STRATEGIES
L E T P L A Y A G A M E :
PHRASE GAME: The teacher writes
an incomplete sentence on the
white board drawing a line to
indicate where the final phrase of
the sentence would go. Have the
students copy the incomplete
sentence at the top of the sheet of
lined paper. Then instruct the
students to complete the sentence
using different phrases they
generate on their own.
B E F O R E R E A D I N G , S T U D E N T S
C A N :
• Establish a purpose for reading.
Students can do this by predicting
journals written in before each
reading.
• Identify and discuss difficult words,
phrases, and concepts in the text.
Teacher can lead a small group
discussion before reading.
• Preview the text by looking the
title, illustrations, and unusual text
structures to make predictions
about the book’s content.
• Think, talk, and write about the
topic of the text. This can also be
done in small groups or written in
the student’s predicting journals.

8. DURING READING STRATEGIES
Students, with some help from the teacher, may:
• Determine and summarize important ideas and supportive details. Take notes in a
notebook as you read, jotting down what you think is important.
• Make connections between and among important ideas in the text.
• Integrate new ideas with existing background knowledge.
• Ask themselves questions about the text. Refer to QARs that have been provided to
you.
• Sequence events and ideas in the text. Make a timeline in your notes.
• Offer interpretations of and responses to the text. In your notes write down your
opinion on what you are reading.
• Check understanding by paraphrasing or restating important and/or difficult
sentences and paragraphs.
• Visualize characters, settings, or events in a text.

9. AFTER READING STRATEGIES
After reading, the student can:
SURF THE NET:
After students have completed their
reading they can search the internet to
check out about the book, its author, or
its subject.
PICTURE THIS:
Bring in art related to book's time or
themes. Compare, describe, and
discuss.
Students may:
• Evaluate and discuss the
ideas encountered in the
text.
• Apply and extend these
ideas to other texts and
real life situations.
• Summarize what was read
by retelling the main ideas.
• Discuss ideas for further
reading.

10. REFERENCES
Burke, Jim. "103 Things to Do Before/During/After Reading."
Reading Rockets. N.p., n.d. Web. 30 July 2014.
Bursuck, William D., and Mary Damer. "Chapter 7 -
Comprehension." Teaching Reading to Students Who Are at
Risk or Have Disabilities: A Multi-tier Approach. Upper Saddle
River, NJ: Pearson, 2011. 272-321. Print.
"Definitions of Reading and Word Identification." Definitions of
Reading and Word Identification. N.p., n.d. Web. 29 July 2014.
Leipzig, Diane H. "What Is Reading?" Reading Rockets. N.p., n.d.
Web. 29 July 2014