Phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing are all components of reading and reading instruction. Reading components are integrated, and are not separate isolated skills. However, many reading strategies focus on one or more components of reading more than the others. Below you will find instructions and any necessary templates for a variety of strategies that can be used with almost any text.
In order to improve reading skills, be sure to use reading strategies before, during, and after reading. With each strategy, look at the top of the instructions page to see if B, D, or A is circled to know if the strategy is most effective when used Before, During, or After reading.
When teaching strategies, remember that the goal is for students to become successful independent readers. Teach new strategies with lots of modeling and group practice. Then have students use a strategy with a group or partner, before doing the strategy independently. Be sure students understand the strategies before they do them independently to prevent frustration and to maximize effectiveness.
Although reading components are integrated, strategies are presented separately in order to help you easily find what you need.
In order to improve reading skills, be sure to use reading strategies before, during, and after reading. With each strategy, look at the top of the instructions page to see if B, D, or A is circled to know if the strategy is most effective when used Before, During, or After reading.
When teaching strategies, remember that the goal is for students to become successful independent readers. Teach new strategies with lots of modeling and group practice. Then have students use a strategy with a group or partner, before doing the strategy independently. Be sure students understand the strategies before they do them independently to prevent frustration and to maximize effectiveness.
Although reading components are integrated, strategies are presented separately in order to help you easily find what you need.
Vocabulary Strategies
Students learn the most vocabulary when they read from a wide variety of text. Still, it helpful to directly teach students words, and to teach students how to use context and what they know about words to figure out new words. When teaching vocabulary, be sure to select words that will be used in the students' lives. Special jargon or rare words don't need to be taught directly, since students will not likely use those words in the their real lives. Instead, select words that are common to every day life, or words that are critical for understanding the text being read.
Fluency Strategies
Fluency is the rate (speed and accuracy) and prosody (expression and phrasing) used when reading. It is important to teach fluency for many reasons. Students who read with good fluency are motivated to read, because reading is enjoyable. Students who are motivated to read, read more, which leads to greater vocabulary. Also, when students read with good fluency, they can focus more on understanding the text, which increases comprehension.
Comprehension Strategies
Comprehension is arguably the most important aspect of reading, since it is the end goal of reading. Although phonics, vocabulary, and other components influence comprehension, without comprehension the other components are not beneficial to the student.
Teach students what good readers do. Good readers have a purpose for reading. Good readers make connections with the text. Good readers think about what they are reading and if it makes sense. Good readers reread sections when their mind wanders or when the text is confusing. Good readers think about what they read after they finish reading. Good readers read for a variety of reasons: to learn, to entertain, etc.
Teach students what good readers do. Good readers have a purpose for reading. Good readers make connections with the text. Good readers think about what they are reading and if it makes sense. Good readers reread sections when their mind wanders or when the text is confusing. Good readers think about what they read after they finish reading. Good readers read for a variety of reasons: to learn, to entertain, etc.
