Reading Procedures:

MODELLED READING

Presenter: Duane Smith
Principal Project Officer
South East Region
Reading Procedures
The ultimate aim of any reading program is to produce
confident, competent and independent readers.
The strategic use of a range of reading procedures
ensures this as it provides a strong foundation for a
comprehensive reading program.
Each reading procedure involves varying degrees of
responsibility for both the teacher and the student
Using a selective range of reading procedures ensures
that explicit instruction and guidance, when needed, is
balanced with regular opportunities for the
independent application of skills and strategies.
What are Reading Procedures?
Reading procedures provide meaningful
contexts for focusing on selected parts of the
reading process

Characterised by a number of widely accepted
steps or stages, conducted frequently and
applicable to all phases of reading
development
Selecting Reading Procedures
What is the purpose of the session?
Which reading procedure will allow for the
appropriate degree of student participation?
What resources will be required?
How will students be grouped?
What will be planned for other students while
working with a small group?
What classroom routines are in place to enable
students to work independently?
7 Reading Procedures
Reading to Students
Modelled Reading
Language Experience
Shared Reading
Guided Reading
Book Discussion Groups
Independent Reading


Modelling Reading
Definition:
Demonstrating reading behaviours and
verbalising the cognitive processes involved
in those behaviours
Modelling Reading
Description:
a reading procedure that focuses on the
explicit planning and demonstrations of
selected reading behaviours, including the
demonstration of comprehension and word
identification strategies
Most effective when used immediately before
students are asked to have-a-go
Use enlarged texts

Key Features of Modelled Reading
Clear think aloud statements are used
The focus is singular or limited in a session
The same behaviour is modelled many times
Sessions are most effective when kept brief
Modelled Reading: the Benefits
Modelled Reading helps students to:

understand how effective readers read and process text
gain a deeper understanding of when how and why
particular reading strategies are used by effective readers
see how a particular text form can be read
build their understanding of the English language
understand how reading and writing are related

Suggestions for Using Modelled Reading
in the Classroom
Planning for Modelled Reading
Determine the focus of the session and choose a text that
allows multiple demonstrations of a particular reading
behaviour
Pre-read the text to determine the places where a think
aloud statement will be used to demonstrate a specific
reading behaviour
Consider the language that will be used at each selected
place in a text

Conducting Modelled Reading Sessions
Explain to students the reading behaviour that will be demonstrated
and why the text was chosen
Introduce the text. Pause at a pre-determined place in the text to
think aloud and to demonstrate the behaviour
Continue explicit demonstrations of the selected behaviour including
thinking aloud. Students may ask questions to clarify their
understanding of the text; however, the focal point of the session
should be the thinking aloud by the teacher
After modelling with the text, review the selected focus
If appropriate, involve the students in creating a record of the reading
behaviours. As only one or two behaviours are usually modelled at
any one time, this chart would be cumulative.


Continue from here..
After Modelled Reading
After many modelled reading sessions with
the same focus, it is important for students to
take part in Shared, Guided or Independent
Reading sessions. These sessions will provide
opportunities to practise and apply the new
behaviours.
Ideas for Assessment
Within the Modelled Reading session, there is
little opportunity to gather information about
the students. However, during Shared , Guided
and Independent Reading sessions teachers
will be able to observe students applying
previously modelled behaviours.


Reflecting on the Effective Use of the
Modelled Reading Procedure
Did I keep the session short and sharp? (5-10
mins)
Did I focus on the selected behaviour?
Did I use think aloud effectively as part of my
demonstration?
Did the students stay focused and attend to the
demonstration?
Reading Strategies
During the reading process, prior knowledge must be
activated and accessed to help make sense of the
information in the text.

Reading strategies are the mental processes used when
identifying unknown words, comprehending text and
accessing and using information.

The explicit teaching of reading strategies is vital to
ensure that students are able to successfully use their
prior knowledge to achieve a purpose.
Why Teach Strategies?
Students must acquire a knowledge of:
a growing list of sight words
graphophonic elements
grammatical features of the English language
text structures and organisation
topics and concepts
cultural and world matters

Explicit demonstrations, on-going scaffolding and
opportunities to practise and apply reading strategies
will support all readers to identify unknown words,
prepare for, monitor and adjust their reading.
A List of Reading Strategies
Predicting Self-questioning Re-reading

Connecting Skimming Reading on

Comparing Scanning Adjusting reading rate

Inferring Determining importance Sounding out

Synthesising Summarising and
Paraphrasing
Chunking
Creating images Consulting a reference

Using analogy

First Steps in Reading: Reading Resource Book 2
nd
ed. (2003) p. 114
Teaching Strategies
Each and every strategy associated with identifying
unknown words and comprehending texts must be
taught explicitly
Before strategies can be taught, teachers must have
an understanding of what efficient readers do and
the strategies they use when reading
The goal is for all students to select and use
appropriate strategies flexibly and independently
during any reading event
How to Teach the Strategies
Students should be introduced to a variety of
strategies and understand how these strategies work
together
Focus on an individual reading strategy where it is
introduced (modelling, sharing, guiding and applying)
and practised time
A unit of work focussing on one strategy may consist
of a combination of demonstrations, think-alouds,
time for practice, and opportunities to apply the
strategy across other curriculum areas
Selecting Texts for Modelled Reading
A variety of texts
Using a Range of Reading Procedures
Provides a strong foundation for a comprehensive
reading program
Produces confident, competent and independent
readers
Each reading procedure involves varying degrees of
responsibility for both the teacher and the student
Using a selective range ensures that explicit
instruction and guidance is balanced with regular
opportunities for the independent application of
skills and strategies