READING

STRATEGIES
READING STRATEGIES

One good question that runs in most

teachers is 'What makes a good reader?
Research has indicated that a good reader
has a purpose for reading either it is for
obtaining specific information or reading for
pleasure.

IMPORTANT ELEMENTS:
LANGUAGE

KNOWLEDGE

READING
COMPREHENSIO
N

METACOGNITION

FLUENCY

 In

order to have proper reading strategies adopted,

students need to be trained to use these strategies
appropriately in order to become purposeful active
readers.

Students

who receive proper instructions through

the strategies would be able to make significant
gains in reading comprehension activities. All these
strategies will enable our students to:

 set purposes for reading.

identify or infer main ideas and make predictions.
monitor reading and realise when something is not
making sense.
question during reading.
make mental pictures of what is being read.
draw on prior knowledge.
understand story structure.

 summarise what is read.

recognise words quickly and analyse unfamiliar
words
use text features (subheadings and transitions)
and titles to infer information
paraphrase
continue reading even when unsuccessful, at
least for a while

READING STRATEGY 1

SQ3R

MBA/BPK/KPM2016

10/17/16

 Proposed Reading Strategy

SQ3R is a reading strategy formed from its letters: Survey!
Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your reading
assignment.
A. Before you read, Survey the chapter:
B. Question while you are surveying:
C. When you begin to Read:
D. Recite after you've read a section:
E. Review: an on-going process
Kindly refer to the Teacher's Guide Book: Page 45 & 46

SQ3R Reading Method

: Survey! Question! Read! Recite! Review!

SQ3R will help you build a framework to understand your
reading assignment.
A. Before you read, Survey the chapter:

The title, headings, and subheadings

Captions under pictures, charts, graphs or maps

Review questions or teacher-made study guides

Introductory and concluding paragraphs

Summary

B. Question while you are surveying:

Turn the title, headings, and/or subheadings into

questions

Read questions at the end of the chapters or after

each subheading

Ask yourself, "What did my instructor say about this

chapter or subject when it was assigned?"

Ask yourself, "What do I already know about this

subject?"

Note: If it is helpful to you, write out these questions for

consideration.

C. When you begin to Read:

Look for answers to the questions you first raised

Answer questions at the beginning or end of chapters or study

guides

Reread captions under pictures, graphs, etc.

Note all the underlined, italicized, bold printed words or phrases

Study graphic aids

Reduce your speed for difficult passages

Stop and reread parts which are not clear

Read only a section at a time and recite after each section.

D. Recite after you've read a section:

Orally ask yourself questions about what you have just

read, or summarize, in your own words, what you read

Take notes from the text but write the information in

your own words

Underline or highlight important points you've just read

Reciting: The more senses you use the more likely you
are to remember what you read

Triple strength learning: Seeing, saying, hearing.

Quadruple strength learning: Seeing , saying , hearing,
writing!!!

E. Review: an ongoing process

Day One

After you have read and recited the entire chapter, write
questions in the margins for those points you have
highlighted or underlined.

If you took notes while reciting, write questions for the

notes you have taken in the left hand margins of your
notebook.

Complete the form for a critical reading review

Day Two

Page through the text and/or your notebook to re-acquaint yourself with
the important points.

Cover the right hand column of your text/note-book and orally ask
yourself the questions in the left hand margins.

Orally recite or write the answers from memory.

Develop mnemonic devices for material which need to be memorized.

Make flash cards for those questions which give you difficulty.

Days Three, Four and Five

Alternate between your flash cards and notes and test yourself (orally or
in writing) on the questions you formulated.

Make additional flash cards if necessary.

Weekend

Using the text and notebook, make a Table of

Contents - list all the topics and sub-topics you need
to know from the chapter.

From the Table of Contents, make a Study Sheet/

Spatial Map.

Recite the information orally and in your own words

as you put the Study Sheet/Map together.

As you have consolidated all the information you

need for this chapter, periodically review the
Sheet/Map so that at test time you will not have to
cram.

READING STRATEGY 2

THRIL
D

> THRILD
What is THRILD? A method used to PREVIEW or
REVIEW a chapter.
T TITLE
H HEADINGS
R READ (and summarise first paragraph)
I ILLUSTRATIONS

L LAST PARAGRAPH (Read and summarize)

D DISCUSSION QUESTIONS

RATIONALE:

Why:
T.H.R.I.L.D. is a pre-reading activity that provides a mental framework for
new information. It acts as an advance organiser for the chapter, helps
students activate prior knowledge and provides a context for what they
are about to read.
When:
Use T.H.R.I.L.D. at the beginning of every chapter in the text, prior to
actually reading it.

How:
As students scan the chapter, they perform six steps. To begin
with,
they:

write down the chapter title and all the sub-headings.

read the opening paragraph (or introduction) and

write a brief summary of this information.

 Students

write a key word or phrase about the main

idea of each illustration.

After

this, students write a brief summary of the last

paragraph or summary of the chapter.

Finally, students scan the Discussion Questions and

select three that they would like to know more
about.

MBA/BPK/KPM2016

10/17/16

READING STRATEGY 3

KNOW

W
WHAT

L
LEARNED

H
HOW

K-W-L (Ogle, 1986) is an instructional reading strategy that is

used to guide students through a text.

Students begin by brainstorming everything they Know about

a topic.

This information is recorded in the K column of a K-W-L chart.

Students then generate a list of questions about what they
Want to Know about the topic.

These questions are listed in the W column of the chart.

During or after reading, students answer the questions that
are in the W column. This new information that they have
Learned is recorded in the L column of the K-W-L chart.

KWL is intended to be an exercise for a study group or class that can

guide you
in reading and understanding a text. You can adapt it to working alone,
but discussions definitely help. The K-W-L strategy serves several
purposes:
> Elicits students' prior knowledge of the topic of the text.
> Sets a purpose for reading.
> Helps students to monitor their comprehension.
It is composed of only three stages that reflect a worksheet of the
columns with the three letters:

What we

what weWant

what we

How you can

Know

to know

Learned

learn more

interesting reading
strategiesthat can be found in our guide book.
There are many more

THANK YOU