USe Multiple Reading Strategies
Researchers and educators have argued about the relative value of single and multiple strategy instruction. If several strategies (predict, clarify, summarize, question) are taught simultaneously, students might not be able to do any of them well. Over time, however, students also need
practice using multiple strategies together. Through proper modeling and introduction of each strategy, this concern can be addressed (Block, Schaller, Joy, & Gaine, 2002).
According to page 92 of Dr. Mimi Miller and Nancy Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12, " These instructional practices mirror the reality of strategic reading. They ask students to learn a flexible repertoire of strategies that they can apply when reading challenging text. Multiple strategy methods give students explicit strategies to help scaffold their comprehension monitoring and should be fostered across the content areas."
practice using multiple strategies together. Through proper modeling and introduction of each strategy, this concern can be addressed (Block, Schaller, Joy, & Gaine, 2002).
According to page 92 of Dr. Mimi Miller and Nancy Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12, " These instructional practices mirror the reality of strategic reading. They ask students to learn a flexible repertoire of strategies that they can apply when reading challenging text. Multiple strategy methods give students explicit strategies to help scaffold their comprehension monitoring and should be fostered across the content areas."
Seven habits of a good reader are explained and described in a brief but effective manner.
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10 detailed tips to improve your reading comprehension. The list is extensive, but it is very thoroughly explained.
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Example
Plan (Predict, Locate, Add, Note)The PLAN strategy guides students in using concept mapping to identify information that is known and information that is new from the text (Caverly, Mandeville, & Nicholson, 1995). The PLAN strategy is built upon research showing that concept maps and graphic organizers are ben eficial for science instruction (Stoddart, Abrams, Gasper, & Canaday, 2000). Research about this strategy shows that it effectively helps students comprehend text in science classrooms (Radcliffe, Caverly, Hand, & Franke, 2008; Radcliffe, Caverly, Peterson, & Emmons, 2004).
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Resources
Block, C. C., Schaller, J. L., Joy, J. A., & Gaine, P. (2002). Process-based comprehension instruction. In C. C. Block &
M. Pressley (Eds.), Comprehension instruction: Research-based practices (pp. 42–61). New York: Guilford.
Brandenburg, L. (2013). Reading Strategies for Struggling Middle School Readers : Reading Lessons. Retrieved from https://www.youtube.com/watch?v=JdiScrcP2Nk
Caverly, D., Mandeville, T., & Nicholson, S. (1995). PLAN: A study reading strategy for informational text. Journal of Adolescent and Adult Literacy, 39, 190–199.
Dempsey, B. (2012). 10 Tips to Improve Your Reading Comprehension. Retrieved from https://www.youtube.com/watch?v=WgbG5lo5Usg
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving reading in a middle school science classroom. Journal of Adolescent & Adult Literacy, 51(5)598-6408.
Radcliffe, R., Caverly, D., Peterson, C., & Emmons, M. (2004). Improving textbook reading in a middle school social studies classroom. Reading Improvement, 41, 145–156.
Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning—A report of methodology. The International Journal of Science Education, 22(12), 1221–1246.
Block, C. C., Schaller, J. L., Joy, J. A., & Gaine, P. (2002). Process-based comprehension instruction. In C. C. Block &
M. Pressley (Eds.), Comprehension instruction: Research-based practices (pp. 42–61). New York: Guilford.
Brandenburg, L. (2013). Reading Strategies for Struggling Middle School Readers : Reading Lessons. Retrieved from https://www.youtube.com/watch?v=JdiScrcP2Nk
Caverly, D., Mandeville, T., & Nicholson, S. (1995). PLAN: A study reading strategy for informational text. Journal of Adolescent and Adult Literacy, 39, 190–199.
Dempsey, B. (2012). 10 Tips to Improve Your Reading Comprehension. Retrieved from https://www.youtube.com/watch?v=WgbG5lo5Usg
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving reading in a middle school science classroom. Journal of Adolescent & Adult Literacy, 51(5)598-6408.
Radcliffe, R., Caverly, D., Peterson, C., & Emmons, M. (2004). Improving textbook reading in a middle school social studies classroom. Reading Improvement, 41, 145–156.
Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning—A report of methodology. The International Journal of Science Education, 22(12), 1221–1246.