During Reading

During Reading Strategies

Reading of the text, which is the most obvious aspect of

the reading phase, may be taken to mean that the students
read the text silently in the classroom or at home as part of
the assignment. Provide some guide questions so that they
can focus better while reading. In the early grades the
teacher reads aloud as the students listen. Reading aloud
to children is the single most important activity for building
the knowledge required for eventual success in reading.
(Anderson et.al. 1985). It should be used for learners in all
levels. High school students should get a read-aloud treat
every now and then.
 Read-Aloud
Here are some tips for more effective read-aloud:
1. Read at a slower rate than normal conversational
speech in order to be heard in all parts of the room.
2. Focus on the students from the second to the last
row. Look at their faces as you read. Make them your
barometer for volume.
3. Establish eye contact. Your listeners should be
reminded you are reading to them. Do not hesitate to
pause while reading so as to catch the attention of
those who aren't paying attention.
 4. Make distinctions between characters when you
read. You may ask some
students to assist you in reading by appointing them
to read the lines of specific characters. 5. Use
minimal gestures. Some slow movements of the
hands or body will help
emphasize some parts.
6. As much as possible, provide your students with a
copy of the text you are reading aloud so that they
can follow your reading silently.
 A strategy that may be used for read-aloud is partner
predictions. This incorporates the use of predictions and
elements of cooperative learning following these steps:
1. Identify the places in the story for prediction.
Before reading aloud to the class, read through the
story and select three or four places where it would be
appropriate to stop and have your students predict
what may happen next in the story.
2. Read aloud and have students predict.
Place students in pairs. Read the title and perhaps
several paragraphs of the story you are going to read
aloud. Ask the students: "What do you think the story
will be about?"
 3. Ask students to share their ideas with their
partners.
4. Call on some students to share what their partners
think the story will be about. Suggest to students that
they begin their response by saying: My partner
thinks that
5. Read another section of the story and have
students predict. Ask students again; "What do you
think will happen next?"
 For example:Selection: The Boy Who Was Followed
Home
By Margaret Mahy with illustrations By Steven Kellog

This is a fantasy about Robert who is followed

everywhere by hippos. One
day, however, he sees that there isn't a hippo in sight.
Students are asked to tell their partner what they
think is following Robert now. Story Prediction Guide-
This provides a scaffold or support to bridge the gap
between guided reading under the direction of the
teacher and independent
reading.
 Directions for the Students:
"As you read, you will be asked to stop from time to
time and predict what you think will happen next.
When you predict, you have to think carefully about
what you are reading and make a guess about what is
going to happen. Your predictions may not be exactly
what happens in the story, but they should make
sense. You will also be asked to tell why you made
your predictions. You can use information from your
reading and your experiences to justify your
explanation."
 Fix-Up Strategies for Comprehension Building During
Reading
Teacher modeling of fix-up strategies is important for
students so that they understand how to apply these
strategies in their own reading. As you read to
students, you can model this by saying, "I missed that
part. Let me rethink what is happening here" or "Let
me reread this section a little more slowly so can see
if it makes more sense or "I think I need to change the
picture in my mind about what is happening."
For primary students, here are some steps for teaching
good comprehension strategies:
⚫ Look at the picture for clues; make a prediction or
guess about what the word
might mean. Does it make sense in this context?
⚫ Reread the sentence and see if it makes sense the
second time.
• Read on and ignore the word and see if you still
understand what is being
said. ⚫ If you come to a word you don't know, sound it
out, say it slow and "snap" it
together, or make a word substitution that makes sense.
• Ask for help from the teacher if you are still confused.