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Reading is just a series of symbolic explanations.
By knowing that letters make sounds, we can mix these sounds together so that the whole sound symbolizes that we can all communicate with each other. By mastering the symbols and their most common environments, reading becomes a practice of thought, rather than decoding and more about understanding.
Don’t be too cliché, reading won’t change just because you’re reading text from another area of content. Only sometimes.
Scientific content can often be achieved through terms, research citations and peculiar textual functions.
Social research content may be an interesting combination of item-by-item information and traditional paragraphs/images.
literature? Well, it depends on how you refer to the flexible form of poetry, the lasting structure of a novel, or the emerging digital literature combines multiple ways to tell a story.
All of this makes reading strategies somewhat specific. Stop (Perhaps the most underrated strategy ever) and Reread It may be more meaningful in science Visualization and Text connection Reading literary works may make more sense. Questioning text Both may be the same.
But if you want to start with a basic set of strategies, you might be worse than the elegant graphics on Wiki-Teacher.com. (By the way, useful websites.) There are 12 basic reading comprehension strategies listed, and we have added 13 full 25 for this.
Looking for related course ideas? View our Reading Comprehension Strategy Resources
25 Reading Strategies That Work in Every Content Area
1. Reread
Definition: Students revisit parts of the text to clarify, confirm or enhance understanding.
Example: In science class, after reading a complex lab program, students reread it to make sure they understand the key steps before starting the experiment.
2. Activate prior knowledge
Definition: The student recalls relevant previous experience or knowledge in order to connect with the content of the text.
Example: Before reading the historical records of the Civil War, the teacher discussed the prior knowledge of students on slavery and its influence.
3. Using context clues
Definition: Students use words or phrases around to infer the meaning of strange words.
Example: In literature class, the student explained the meaning of “unpopularity” in one sentence: “After drinking too much, he stumbled upon a physical state.”
4. infer
Definition: Students make logical guesses or conclusions based on the clues in the text and prior knowledge.
Example: In a mysterious novel, students infer the identity of the culprit based on the culprit’s identity spread throughout the story.
5. Think loudly
Definition: A teacher or student verbally expresses their thinking process while reading.
Example: In the elementary school classroom, the teacher paused and said, “I wonder why the author used this sentence here. Let’s continue reading to find out.
6. Summarize
Definition: Students condense the main ideas of the text into a brief summary.
Example: After reading information about biology mitosis, students create a single segment summary to explain these stages.
7. Identify keywords
Definition: Students identify and pay attention to important words with the main ideas of the text.
Example: When analyzing news articles, students highlight terms such as “recession,” “unemployment,” and “inflation” to understand the key points.
8. Make a prediction
Definition: Students guess what will happen next based on textual evidence and personal experience.
Example: When reading Ela’s story, students predict how characters will resolve conflicts based on their behavior to date.
9. Using word attack strategies
Definition: Students decode strange words by decomposing strange words into roots, prefixes or suffixes.
Example: In a vocabulary exercise, students decode the word “photography” by identifying “photography” (light) and “graphics” (writing).
10. Visualization
Definition: A student creates a psychological image of a scene, character, or concept in the text.
Example: In geography, students can see the layout of the terrain described in the paragraph about the ecosystem.
11. Using Graphic Organizer
Definition: Students use Venn diagrams, concept diagrams, flow charts and other visually organize text information.
Example: After learning about the water cycle of science, students create a flowchart showing evaporation, condensation, and precipitation.
12. Assessment Understanding
Definition: Students evaluate their understanding through reflection, quiz or discussion of the text.
Example: After reading a math word problem, students evaluate their understanding by re-asking the question in their own words.
13. Ask for text
Definition: Students ask questions before, during and after reading to deepen their understanding.
Example: A history major asked: “Why should the author focus on this particular battle? What is its widespread impact?
14. stop
Definition: At an unplanned or pre-determined point, the student pauses to reflect or clarify understanding.
Example: In a complex chemistry text, students stop midway to summarize the section about covalent bonds.
15. Monitoring and repair understanding
Definition: Students will pay attention when understanding decomposition and taking measures to repair.
Example: If students don’t understand a paragraph in the social research text, they will reread or look up unfamiliar terms.
16. Interpretation
Definition: Students use their own words to retell text or specific parts.
Example: After reading a scientific article, students use their own words to rewrite the conclusions to prove their understanding.
17. Comment text
Definition: Students add notes, symbols, or highlights to actively participate in the text.
Example: In English class, students emphasize metaphors, highlight new vocabulary, and write margin notes on literary topics.
18. Adjust reading rate
Definition: Students change speed according to the difficulty or purpose of reading.
Example: A high school student’s reading slowed down Shakespeare’s game while speeding up easier math word problems.
19. Priority information
Definition: Students determine which parts of the text are most important and focus on them.
Example: In textbook chapters, students prioritize bold terms, titles, and abstracts of their study notes.
20. Recording diagrams with graphics
Definition: Students create visual effects (such as Cornell notes or sketches) to represent information.
Example: In a physics lecture on Newton’s law, students create cartoon-like charts for each law.
twenty one. predict
Definition: What happens next for students to expect using textual evidence.
Example: Midway through the novel, students predict how the protagonist will overcome the main obstacle.
twenty two. Set reader purpose
Definition: Students read for a specific purpose, such as argument, summary or criticism.
Example: Instruct students to determine their thesis statements and support arguments before reading a debated article.
twenty three. Text connection
Definition: Students associate text with personal experiences (text pairs), other texts (text to text), or a broader world problem (text to world).
Example: After reading about environmental issues, students discussed links to news coverage of climate change (text to the world).
twenty four. Skim
Definition: Students browse the text quickly to get points or points.
Example: Just before the lecture, students browsed the allocation readings for key titles and bullets to prepare for a deeper understanding.
25. SSQ (stop, summaries, questions)
Definition: A structured approach involving pauses to summarize the main content and cause discussion.
Example: In history class, students stop every two paragraphs of every two main sources, write down what it says in their own words, and then create a discussion question.
We will collect these and put them into the reading, during and before the reading matrix. Just because we like you.
See: 25 Self-guided reading answers for novels and non-fictions
25 Reading Strategies That Work in Every Content Area
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