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Afflerbach, P, Pearson, PD, Paris, SG 2008, 'Clarifying differences between reading skills and reading strategies', The Reading Teacher, vol.61, no.5, pp.364-373, northfieldtownshipschools.pbworks.com/f/Difference+between+reading...

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'Automatic actions that result in decoding and comprehension with speed, efficiency and fluency and usually occur without awareness of the components or control involved' It is well executed in the same manner across all situations.(Afflerbach, Pearson & Paris 2008,p 368).

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All teachers wish for their students to succeed and one of the ways to do this is to give them the gift of literacy. For a student to be literate they must ‘increase their comprehension of what is being read to them aloud or what they are reading individually’ (Blickenstaff, Hallquist & Kopel 2013, p.2). If this does not occur students will become frustrated as they do not understand what they are reading and will become dissuaded by reading altogether. Therefore, it is important to employ reading strategies that will enhance the reading abilities of students. Reading strategies such as ‘building background knowledge’ and ‘learning new vocabulary’ are key to understanding the material being read (Blickenstaff, Hallquist & Kopel 2013,p.5). Without the use of these comprehension strategies students will fail to make connections and decode words routinely, which are skills that a good reader possesses.

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What reading strategies are students currently using?   

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What reading strategies are students currently using?   

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A study was conducted to examine the strategies that early years students use to understand a text. The study observed 109 students from kindergarten to grade 1 from a range of different grade averages (low, medium, high). The strategies that they used were mainly:

illustrations (using visual and auditory cues),

sounding out

substitutions

sub-vocalizations

asking for help

putting themselves in the protagonist's situation

words

'Only 37% of the first graders were observed monitoring and self-correcting as they read' (Martin & Kragler 2011, p.99). Most of the strategies used such as sounding it out or what does it begin with are strategies that have been modelled by parents or teachers when coming across an unknown word. In observing metacognitive judgements and monitoring, students were asked what they were doing to understand the text. Most students were seen using the pictures, however only 19 admitted that they did.

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What are some effective reading strategies?

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What are some effective reading strategies?

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'Research shows that good readers are actively involved in the text, and they are aware of the processes they use to understand what they read' (Kucukoglu 2012,p.709). Some strategies that teachers can teach to help student comprehension of the text include

predicting - good readers use experience and knowledge to make predictions about the text as well as formulate ideas as they read. Teachers may teach predicting through 'modelling, predicting though the text, with partners, with a graphic organizer, or using post-it notes throughout the text'(Kucukoglu 2012,p.709) . Teachers may also use the title, key words and the pictures as predicting strategies.

visualizing - this requires the readers to construct an image of what is read. This is stored in the memory as the reader's interpretation of the text. Teachers can help students visualize by asking them to 'make drawings or write about the image that comes to their minds after visualizing the text'(Kucukoglu 2012,p.709) .

making connections - learners are able to activate their prior knowledge and connect the ideas to the text. This can be encouraged by teachers through drawings, making charts, and graphic organizers.

summarizing -This requires the reader to determine what were the most important parts of the text and retell it in their own words.

questioning - questions can be asked before, during and after the reading. This can allow students to construct meaning and return to the text throughout the reading process to find the answers

inferring - This allows students to read between the lines. They need to use their own knowledge as well as what they learnt from the text in order to draw their own conclusions.

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What reading strategies are students currently using? 

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What reading strategies are students currently using? 

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What are some effective reading strategies? 

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What are some effective reading strategies? 

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Blickenstaff, J, Hallquist, E & Kopel, K 2013, 'The effects of reading strategies in comprehension for elementary age learners, Master of arts in education Action Research Papers,pp.2-5,  https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1001&context=maed

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Kucukoglu, H 2012, 'Improving reading skills through effective reading strategies', Procedia-Social and Behavioral Sciences, vol.70, pp.709-714, https://www.sciencedirect.com/science/article/pii/S1877042813001146?via%3Dihub

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Martin, E & Kragler, S 2011, 'Becoming a self-regulated reader: a study of primary grade students' reading strategies, Literacy Research and Instruction, vol. 50, no.2, pp.89-104,DOI:10.1080/19388071003594697

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'A reader's deliberate control, goal directedness, and awareness' in relation to the reading process. In order for a strategic reader to be successful they must choose an appropriate goal and negotiate the means and the path to connect them in every reading situation (Afflerbach, Pearson & Paris 2008,p. 368)

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If the strategy that the student uses is successful, the student may use it continuously. With practice the strategy requires less deliberate attention and they will be able to use it more efficiently . When it becomes automatic, then the reading strategy becomes a reading skill.