THERE IS A HUGE

DIFFERENCE IN “DOING
READING” AND READING
“TEACHING READING”.
NO MATTER WHAT
STRATEGIES
GRADE WE TEACH, WE
as inspired by Adrienne
ARE ALL RESPONSIBLE Gear, Jennifer Serravallo,
and Richard Allington
FOR TEACHING READING
TO OUR STUDENTS.
-A. GEAR

Get Info:
https://www.readingpowergear.com/

https://www.jenniferserravallo.com/

Corina Kropp: ckropp@meischools.com

5 Comprehension
Strategies READING POWER INFER
When a student is able to obtain meaning by
BY ADRIENNE GEAR ways other than text. Oral story telling. Books to
CONNECT support this strategy would be wordless picture
When a student can connect experiences and/or READING POWER books or books with very little text.
relate to a text in a personal way. Books to
support this strategy might be about family, PROMOTES READING
friendship, school, siblings, losing a tooth, or TRANSFORM
holidays. COMPREHENSION WITH A
Students challenge their thinking by reading for
deeper meaning. Books to support this strategy
WEALTH OF EFFECTIVE would be those on war, peace, homelessness,
QUESTION kindness, making a difference, or taking risks.
STRATEGIES THAT HELP
When a student wonders about what they are
reading. Some books to support this strategy
might be about poverty, homelessness, friendship
READERS THINK -
issues, fantasy, or historical in nature.
INTERACT WITH THE

VISUALIZE
TEXT AND CONSTRUCT
The reader will formulate mental pictures of what MEANING WHILE THEY
the scene might look like. Books to support this
strategy might be descriptive, poetry, seasons, READ. --A. GEAR
weather, places.
 9 Decoding Strategies
TEACH STUDENTS THESE STRATEGIES TO HELP THEM GET OVER GETTING STUCK ON A WORD. THESE
STRATEGIES WILL HELP READING BECOME MORE FLUENT AND EVENTUALLY BECOME DECODING
SKILLS THAT THE STUDENT WON'T HAVE TO THINK ABOUT. THESE SKILLS WILL EVENTUALLY
BECOME EFFORTLESS FOR SOME STUDENTS.

Image retrieved from:http://room102kinders.weebly.com/daily-life-in-room-102/reading-decoding-strategies

 Strategies

Effortful and deliberate.

·Asking questions to self: Does this

make sense? Does this sound right?

Skills ·A deliberate, conscious,

THE DIFFERENCES metacognitive act.
When a reading strategy · Examples: monitoring
becomes automatic and BETWEEN SKILLS comprehension, metacognition,
effortless: decoding, fluency, graphic and semantic organizer,
comprehension, critical reading AND STRATEGIES answering questions, generating
· questions, recognizing story
“…skill and strategy differ in their intentionality structure, summarizing.
and automatic and nonautomatic status.”
(Afflerbach, Pearson, and Paris, 2008)
·Teaches must scaffold, model and
provide guided practice. (Afflerbach,
Pearson, and Paris, 2008)

Students must read a lot: volume of

reading is very important as Dr.
Allington states; "if educators hope
to improve either the oral reading
fluency or the reading
comprehension of struggling readers
then expanding reading volume, it
seems must necessarily be
considered." (Allington, 2014)
 Reading Skills
DECODING
Letters, Sounds
Phonological Awareness
Spelling, Vocabulary
Fluency

COMPREHENSION
Thinking
Constructing Meaning
Meta-cognition (awareness of
thinking)
See image on right as a visual of
what happens when the
strategies fall into place to
become skills.

Image from Adrienne Gear, 2016

 Goal Setting

It is important to teach students to

think about their reading as stated
by Adrienne Gear. It is also important
to give students ample opportunities
to read and feel successful. Volume
of reading, that is, having students
read for lengths of time at suitable
levels, is crucial as Dr. Allington
states. Additionally, it is important for
students to set their goals in reading
in order for teachers to help target
and teach the applicable strategies
at the correct times. The hierarchy of
goal setting by Jennifer Serravallo is
a useful tool in helping determine
where and how to best support
students in the teaching, modelling,
and scaffolding of strategies.

"Support readers by giving them

strategies. The conversations I have
J. Serravello, 2015
with readers during independent Image obtained from:
reading around their goals helps me https://nerdybookclub.wordpress.com/2016/02/19/supporting-independent-
readers-and-independent-reading-by-jennifer-serravallo/
focus my instruction on what each
reader needs most. I’ll offer
strategies that connect to the goal
they’ve decided they want to work
on." -J. Serrvallo, 2016
Resources

Allington, Richard. How Reading Volume Affects both Reading Fluency and Reading Achievement. October 13,
2014, International Electronic Journal of Elementary Education, 2014.

Afflerbach, Pearson, and Paris. Clarifying Differences Between Reading Skills and Reading Strategies. The
Reading Teacher. Volume 61, No. 5. February 2008.

Gear, Adrienne. Reading Power [website]. Retrieved from: https://www.readingpowergear.com/reading-

power

Minero, Emelina. 6 Elementary Reading Strategies that Really Work. September 11, 2019. Retrieved from
https://www.edutopia.org/article/6-elementary-reading-strategies-really-work.

Serravello, Jen. Supporting Independent Readers and Independent Reading by Jennifer Serravello. 2016,
February 19. Retrieved from: https://nerdybookclub.wordpress.com/2016/02/19/supporting-independent-
readers-and-independent-reading-by-jennifer-serravallo/

Learning with Love and Laugther [blog]. Reading Decoding Strategies. January 15, 2016. Retrieved from:
http://room102kinders.weebly.com/daily-life-in-room-102/reading-decoding-strategies