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Asking for assistance - Socioaffective Strategy.
This is a very difficult skill for me in all aspects of my life.  Reading has been a very singular aspect of my life.  I do not share what I am reading I keep it to myself, but I have found that when we do this, we may misinterpret what we are reading or have a very singular understanding of the content.

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During Reading - Cognitive - (1) Skim ahead to read/consider the section and sub-section headings (titles) and any quotes or sub-text used as an introductory “thought provoker” (2), Look for non-header bold and differently colored or styled font, (3) Look for asides, text blocks/bubbles, and stylized (implying important) quotes or text, (4) Annotate text with handwritten/typed notes & connections to same/other texts and my own experiences/knowledge, & (5) (Academic) Construct an outline of reading - These work together to help me to focus on comprehending the deeper meaning within the text.

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During Reading - Cognitive - (1) Skim ahead to read/consider the section and sub-section headings (titles) and any quotes or sub-text used as an introductory “thought provoker” (2), Look for non-header bold and differently colored or styled font, (3) Look for asides, text blocks/bubbles, and stylized (implying important) quotes or text, (4) Annotate text with handwritten/typed notes & connections to same/other texts and my own experiences/knowledge, & (5) (Academic) Construct an outline of reading - These work together to help me to focus on comprehending the deeper meaning within the text.

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Before Reading - Meta-Cog - Understand the purpose for reading (general academic vs. focused on data collection specific to a discussion/question prompt vs. pleasure, etc.) This helps to focus my attention (state of mind) where it needs to be before beginning.

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Before Reading - Meta-Cog - Understand the purpose for reading (general academic vs. focused on data collection specific to a discussion/question prompt vs. pleasure, etc.) This helps to focus my attention (state of mind) where it needs to be before beginning.

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During the reading I make sides notes (metacognitive)

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During the reading I make sides notes (metacognitive)

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Before the reading, I look at the subtitles and prepare my brain for the reading.

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Before the reading, I look at the subtitles and prepare my brain for the reading.

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(cognitive)

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What sometimes helps me after reading is trying to find a way to apply what I've learned into a lesson plan. The point usually isn't to use what I've learned in actuality - I am not currently a teacher - but that I understand what the lesson is about, and that I can apply it in a fashion that helps others understand.

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I like to connect my readings to things I've experiences in my own life. This usually connects to my team as either an assistant teacher or a student, but not always. For example, this current reading made me think about how narrative and storytelling techniques are changing due to the common use of meta-knowledge of a story. (Fans of Spider-Man: Far From Home may understand.)

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Before the reading begins I like to create an environment most beneficial for myself to be able to focus on the reading without any distractions. I do this by ensuring that my area is quiet, I play calming study music to ease my anxiety, and I let others know (if present at the time) that I'm reading and/or studying. This preparation and planning falls under the metacognitive strategy.

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While I am reading, I reflect on information I think I need to look up further and will find more information about it using other sources. (c)

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While I'm reading, I like to put questions marks about things that I want to look up more or maybe I am confused about. Metacognitive

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I look at the title of the reading and skim to look at what I will be learning. I make connections to what I know about the subject prior to reading. Cognitive strategy

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After I read, I like to share the information with someone. This helps me summarize what I read and also I can ask questions of things I didn't understand. Social/Affective strategies.

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During reading, I look for cognates to my L1 language to make easier connections to my readings.  It helps me understand what I am reading. This is linked to Cognitive learning.

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During reading, I stop and make notes on the side of the paragraph using different color pens of key points or vocabulary that I feel I would need later. I like this strategy because it helps me remember what I read. It also helps me after my readings so I can focus on my notes and not have to reread the whole paragraph. (Cognitive and Metacognitive respectively)

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Before I start reading, I count how many pages I have to read, color code the headings and subheadings using different highlighters. I like this strategy because it helps me focus. (Cognitive)

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I start by reading a section and have paper and a pen so I can write down the important points. (c)

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After I am done reading I review the important points.

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After I am done reading I review the important points. (c)

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Before starting to read, I skim through the chapter, look at the number and pages and divide into 3 sections so I can take a break between section. (m)

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I have ADHD, so when I'm reading informationally dense readings, I like to listen to music. It has to have no words and not be very dynamic. My favorites are Lo-Fi Hip Hop radio and a Classical favorites for reading playlist.

I think:
Socioaffective
During the reading

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I always start with scanning and Identifying any bolded text in the reading. Next, I connect the definitions to those bolded words. Lastly, I look at how it all connects to the title. (M)

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I think one of the key metacognitive strategies I use comes before I start reading. I have a shorter attention span than a goldfish, so I need to set myself up for success before I start reading: I go somewhere quiet that I can isolate myself and I prepare some coffee and water for myself so I can just sit and focus while I read. If I am getting particularly distracted I will toss my phone somewhere I can't easily reach so I don't get sidetracked.

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See all the wonderful things rosa jonasz has made

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When I am reading a text, I pause to paraphrase by jotting down notes. This allows me to check for  understanding. If I have trouble retelling the information on the text by putting it into my own words, I go back to reread it. It is a metacognitive strategy.

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Roger Y - Breaking longer chapters into chunks

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Roger Y - Breaking longer chapters into chunks

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I use this strategy primarily while reading. Generally, I skim through a chapter to get the gist of the content and see how long it might take me to read. However, sometimes I may overestimate how much of the text I can comprehend, while reading, without getting burnt out. This is where breaking the chapter into more manageable chunks comes in handy, which occurs while I'm reading the text. I'm then able to digest the reading more efficiently.

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Stop and Jot
One reading strategy that I do during my readings are stopping at a various paragraphs and writing key points on that paragraph that I know I will go back to or are important to remember.

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When I am reading an academic text I usually read the text twice. I highlight important details in my first reading. Then I read a second time where I start making connections. I write notes or comments on the side of the book. Then I start to evaluate what I am reading by using critical thinking skills which allows me to analyze and critique the authors point of view.

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Stop and check my thinking (reflect on what I’ve read) to make sure I’m on track with my learning. I'll flip back a few pages to review what I just read to help me process and clear up any misunderstandings I might have. I especially do this with more difficult texts.

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Make inferences and predictions based on illustrations (m)

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Make inferences and predictions based on illustrations (m)

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This is a strategy that I use during reading, my students are Pre-k 's and are in a pre-reading stage, the illustrations are important to them, as they try to make inferences and predictions based on what they see in the illustrations

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Make inferences based on the illustrations (m)

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Make inferences based on the illustrations (m)

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I like to match key points from summary or intro to the body of the text with highlighters or tabs to process key information.

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I like to read a summary or watch a video clip before the reading to help me understand what I'm about to read. I would consider this a cognitive strategy.

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skimming the reading for main details and information (i.e. bolded terms)

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Before I read the fully text in depth, I like to skim for main details and information (i.e. bolded terms, subheaders)
This helps a lot later when I do a second read through (or if for research paper information I might read a few times), and I can use skimmed information almost like place-markers so I know where I am in the reading and it helps me keep track.

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While I am reading I love to take notes of important and interesting topics I find in the reading. I also like to highlight key definitions and concepts that I feel will be important for me to remember.

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I love the the "In my head" strategy in the HPE reading. After they have read, they have the choice of drawing a picture about what the text, writing down their thoughts about the text in Native Language, or they can work with a peer or even teacher. This activity accommodates students who are both verbal and nonverbal. This a MCS strategy.

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I re-read the parts I found confusing to locate the main idea.

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I highlight subheadings, important sentences, or key words in different designated colors to organize and to see the structure in one sight.

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After reading, I like to connect the concept I read in one reading with other classes' readings in order to expand my understanding, and/or clear my confusion.

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When I read, I like to take notes on the side of the text. These would help later on for reference or better understanding the text.

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I personally like to count the number of pages and mark the title of each section and make a space for them in my notes before I even touch the text.

-This is Brianna please ignore my first post since it didn't have my name up top!

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I personally like to count the number of pages and mark the title of each section and make a space for them in my notes before I even touch the text.

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After reading I like to tell someone about the information that I have learned, and if it confusing explain it more in-depth.

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After I read, I like to draw a concept map to see how much I have understood from the text and how much I still need to learn or re-read.