"decades of research and personal experiences confirm that listening comprehension surpasses reading comprehension starting from early child development on to at least middle school". 

• Reader's theater; this allows students to practice reading the script with their peers. Students are either provided with an opportunity to work together as a group to create a script, or they are already assigned a script that is prepared for them. An individual student or a group of students will be expected to present the text for the rest of the class to listen to. 

• Presentations; are usually an opportunity for students to research a topic and share their findings with the class. Sometimes, students have a chance to present in a small or large group. This is an excellent way to practice their oral language skills, as each student involved is presented with a role to contribute their own findings before the presentation.

• Listening stations; students listen to audio recordings of their teacher or someone else reading complex and informational text out loud. Here, students will be provided with a task to answer questions from the teacher after the audio session.

• Reciprocal teaching; gives students a chance to read chunks of a given text and take turns with a variety of comprehension strategies such as predicting, questioning, clarifying, and summarizing. Teachers can create note-taking tools that require students to establish and maintain a written record of the conversation after each section in the text. 

• Phonological awareness

• Phonological memory

• Phonological retrieval 

• Phonological production 

• Guided Reading; enables students to read text orally with "systematic and explicit guidance and feedback" (Reading Rockets, n.d.) from the instructor.
• Independent Reading; allows for students to read silently on their own, whether inside or out of the classroom, with little to no feedback. 

•  Monitoring Comprehension—Students who monitor their comprehension usually understand what they are reading. This can be through evaluating what they do not understand and using helpful strategies to help them better understand the text when they do not. 
• Metacognition—Refers to a reader who thinks about and has control over reading. They might consider why they are reading the text and question its purpose, monitor what they understand, and try to solve any problems that they may not understand about the text. 
• Graphic and Semantic Organizers—These can illustrate concepts and relationships between ideas seen in text. This helps students focus on the different structures and helps students organize their writing. 
• Answering questions—Through asking questions, students are able to have a purpose for reading. It gives students the opportunity to focus on the main idea and think about the text. This is a helpful way to encourage reading comprehension and helps students make connections with prior knowledge as they read. There are four different types of questions according to Reading Rockets (n.d.): 
  • “Right There”
  • "Think and Search"
  • "Author and You" 
  • "On your Own"
• Generating Questions—Students can become more aware of what they are reading when they learn to ask themselves questions relating to the text. 
• Recognizing Story Structure—Students typically learn to identify parts of the content which would include the setting, the characters, the events, problems, and resolution (Seven Strategies to Teach Students Text Comprehension, n.d.).
• Summarizing—Students can summarize what is important in the text in their own words. Generally, students will identify the main idea and make connections through the main idea in an attempt to recall what they just read.