Ch 4 (Academic Reading: Interring Strategies)

Ch 4 (Academic Reading: Interring Strategies)

1. Reading Strategy 1: Cognitive Reading Strategies

   • Activate prior knowledge, make predictions, build background information, visualize, generate questions, and monitor reading comprehension.

2. Reading Strategy 2: Developing Inferences

   • Infer characteristics of an object, infer time, infer action, infer location, infer feelings/attitudes, infer causal relationships.

3. Reading Strategy 3: Content-Area Read-Alouds

   • Connecting, Predicting, Questioning, Monitoring, Prioritizing, Visualizing.

4. Reading Strategy 4: Integrating Multiple Inferences

   • Draw conclusions from text, make reasonable predictions, create dynamic interpretations, use a combination of background knowledge and explicit information, make connections between conclusions and other beliefs of knowledge, arrive as insight after struggling, make critical or analytical judgements.

5. Reading Strategy 5: The 90% Rule of Comprehension

   • Explicitly teach students key academic language, teach student specific content language, make sure students know and use multiple ways to infer meaning, and encourage students to read outside of school and report on their reading.

6. Reading Strategy 6: The 95% Rule for Fluency

   • Teachers share what type of reading they do for enjoyment. Students independently use previously learned reading strategies. Students reread to a partner to practice fluency and develop shared comprehension. Students reread class material chorally to build confidence.

7. Reading Strategy 7: Metacognitive Monitoring

   • Helps students monitor their ability to make meaning and apply strategies that will improve comprehension. I try to get back on track when I lose concentration. When text becomes difficult, I pay closer attention to what I am reading. When text becomes difficult, I reread it to increase my understanding. I adjust my reading spped according to what I am reading. I think about what I know to help me understand.