Strategies for Reading Instruction
Strategies for Reading Instruction
Strategies for reading instruction: Introduction
There are strategies for reading instruction that can help your child succeed. Reading is a complex activity that requires the use and coordination of many skills simultaneously. Difficulty with any of these abilities may result in a reading problem. Strategies should be focused on working with the child’s strengths. Some specific strategies include: discussing the purpose of every reading activity; focusing on specific reading tasks at school and at home; stressing the meaning and understanding, not just calling out words; teaching new words and sounds using multi-sensory strategies (the child hears it, sees it, says it, traces it and writes it). In addition, phonemic awareness (recognition of sounds within words) should be stressed.
Strategies for reading instruction: Action
Strategies for reading instruction with older students involve actively engaging the student with text during every class period (both reading and writing in response to text). This time also includes teaching students to slow down their reading so that they actively read and reread text to ensure comprehension. They should be involved in close readings, which should include annotating the text, posing questions in the margins, summarizing main ideas of key sentences or paragraphs in the margins, underlining important details, analyzing vocabulary in context, etc. Students should explicitly target one or more specific reading outcomes and the targeted reading outcomes should be communicated to students. The targeted essential skills listed below should be a first (and continuous) priority, but teachers should also continue to explicitly teach different informational and literary text outcomes based on students' needs and the demands of various texts.
Strategies for reading instruction: Remediation
Strategies for reading instruction are different for students with reading difficulties and/or disabilities. Strategies for these students should provide differentiated instruction based on assessment results and adapt instruction to meet students’ needs. One size doesn't fit all, so teachers should be ready to adapt instruction -- both content and methods. Students should be provided with explicit and systematic instruction with lots of practice -- with and without teacher support and feedback, including cumulative practice over time. Students should not have to infer what they are supposed to learn. They should be provided opportunities to apply skills and strategies in reading and writing meaningful text with teacher support. At LearningRx, we have proven training methods that can help your child succeed in reading. Call a local LearningRx center today or go to www.learningrx.com.
Strategies for reading instruction: Introduction
There are strategies for reading instruction that can help your child succeed. Reading is a complex activity that requires the use and coordination of many skills simultaneously. Difficulty with any of these abilities may result in a reading problem. Strategies should be focused on working with the child’s strengths. Some specific strategies include: discussing the purpose of every reading activity; focusing on specific reading tasks at school and at home; stressing the meaning and understanding, not just calling out words; teaching new words and sounds using multi-sensory strategies (the child hears it, sees it, says it, traces it and writes it). In addition, phonemic awareness (recognition of sounds within words) should be stressed.
Strategies for reading instruction: Action
Strategies for reading instruction with older students involve actively engaging the student with text during every class period (both reading and writing in response to text). This time also includes teaching students to slow down their reading so that they actively read and reread text to ensure comprehension. They should be involved in close readings, which should include annotating the text, posing questions in the margins, summarizing main ideas of key sentences or paragraphs in the margins, underlining important details, analyzing vocabulary in context, etc. Students should explicitly target one or more specific reading outcomes and the targeted reading outcomes should be communicated to students. The targeted essential skills listed below should be a first (and continuous) priority, but teachers should also continue to explicitly teach different informational and literary text outcomes based on students' needs and the demands of various texts.
Strategies for reading instruction: Remediation
Strategies for reading instruction are different for students with reading difficulties and/or disabilities. Strategies for these students should provide differentiated instruction based on assessment results and adapt instruction to meet students’ needs. One size doesn't fit all, so teachers should be ready to adapt instruction -- both content and methods. Students should be provided with explicit and systematic instruction with lots of practice -- with and without teacher support and feedback, including cumulative practice over time. Students should not have to infer what they are supposed to learn. They should be provided opportunities to apply skills and strategies in reading and writing meaningful text with teacher support. At LearningRx, we have proven training methods that can help your child succeed in reading. Call a local LearningRx center today or go to www.learningrx.com.
