Reading strategies involve using meta-cognitive problem solving behaviors to derive meaning from print independently. The reader establishes a connection with the text by bringing to the author’s words his or her own background knowledge, personal experiences and language. As the reader works to create meaning from the text, they use cues which include visual print, the syntax of the text and the meaning or semantics. Competent readers use these cues automatically. Strategies good readers use include predicting, self-monitoring, cross checking, skimming for specific information, rereading, and self-correcting.

What can you do in the classroom to help readers learn to read strategically?

1. Observe students as they read. Pay careful attention as the reading process breaks down. Running Records or IRIs are important here.

· Does the student apply letter/sound knowledge?

· Does the student reread when an error is made?

· Does the student search for more information about the

unfamiliar word using the pictures or surrounding text?

· Does the student check his/her predictions using the cues

MSV?

2. Model how to make a text connection.

· Text to self

· Text to text

· Text to the real world

3. Model how you use strategies to figure out words as you read during the “Teacher Read Aloud” or during Shared Readings of Big Books. Think aloud.

4. Ask students questions that will guide them in using strategies. Did that make sense? Does that sound right? Does that word begin/end like_____?

5. Praise the reader when they display the use of a strategy – even if their attempt is incorrect.

6. Provide a student with lots of opportunities to work with words and read independently (SSR and Guided Reading).

7. Allow students to discuss books.