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Answer? Before,
During, and After
Reading Strategies
to Improve
Comprehension
and Master
Standardized Tests
Georgina Castilleja
Houston Independent School District
Before Reading
Is That Your Final Answer? Before, During, and After Reading Strategies
23
Make a Prediction
Using the text features, students should write a prediction of what they think the text will be about.
Ideally, the prediction is written next to the title so
that students can get used to making predictions and
the teacher can easily check to see if they have done
so. According to Lapp, Fisher, and Grant (2008),
Predicting and using titles and graphics provides
focus and motivation to read further (p. 373).
During Reading
24
Students are often told to underline or highlight parts that stand out. These are vague
instructions; teachers must explicitly teach
students what kinds of things to look for and
highlight to set a purpose for reading. Tovani
(2004) explains that merely underlining text
is not enough. Thinking about the text must
accompany the underlining (p. 69).
Students can make this thinking visible by
annotating. Annotations can be either a paraphrasing of the paragraph(s), identification of the main
idea of the paragraph(s), and/or student questions or reactions. According to Kletzien (2009),
paraphrasing has been identified as a strategy that
Winter 2011-2012
Is That Your Final Answer? Before, During, and After Reading Strategies
25
26
References
Allen, J., & Landaker, C. (2005). Reading history: A practical guide to improving literacy. Oxford, UK: Oxford
University Press.
Glenn, R. E. (2004). Teach kids test-taking tactics. Education Digest: Essential Readings Condensed for Quick
Review, 70(2), 61-63.
Harvey, S., & Goudvis, A. (2007). Strategies that work:
Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse.
Kletzien, S. B. (2009). Paraphrasing: An effective comprehension strategy. The Reading Teacher, 63(1), 73-77.
Lapp, D., Fisher, D., & Grant, M. (2008). You can read
this textIll show you how: Interactive comprehension instruction. Journal of Adolescent & Adult Literacy,
51(5), 372-383.
McKeown, R. G., & Gentilucci, J. L. (2007). Thinkaloud strategy: Metacognitive development and monitoring comprehension in the middle school secondlanguage classroom. Journal of Adolescent & Adult
Literacy, 51(2), 136-147.
Robb, L. (2000). Teaching reading in middle school.
NewYork: Scholastic Professional Books.
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009).
Effective reading instruction for struggling readers:
The role of direct/explicit teaching. Reading & Writing
Quarterly, 25, 125-138.
Tovani, C. (2004). Do I really have to teach reading? Content
comprehension, grades 6-12. Portland, ME: Stenhouse.
Vacca, R. T., & Vacca, J. L. (2007). Content area reading literacy and learning across the curriculum (9thed.).
Boston: Allyn & Bacon.
Voltaire. (1824). A philosophical dictionary (Vol. II).
London: C. H. Reynell, Broad-Street, Golden-Square.
Walker, B. J. (2005). Thinking aloud: Struggling readers
often require more than a model. The Reading Teacher,
58(7), 688-692.
Winter 2011-2012
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