STRATEGIES IN

DEVELOPING READING
SKILLS
USING READING
STRATEGIES
 COMPREHENSION IS UNDERSTANDING
WHAT IS BEING SAID OR READ. WHEN IT
COMES TO READING, IT IS AN ACTIVE
PROCESS THAT MUST BE DEVELOPED IF
A LEARNER IS TO BECOME A PROFICIENT
READER. EFFECTIVE READING SKILL
DEVELOPMENT IS FURTHER
ACCOMPLISHED WHEN THE LEARNER
BECOMES PROFICIENT IN LITERAL,
INFERENTIAL AND CRITICAL
COMPREHENSIVE READING.
 BARRETT'S TAXONOMY OF
READING COMPREHENSION
5. APPRECIATION
4. EVALUATION
3. INFERENCE
2.REORGANIZATION
1. LITERAL
(LOWEST ).
PREVIEWING
PREDICTING
SKIMMING
SCANNING
 LITERAL COMPREHENSION

The first key to comprehending a written passage is to

understand it from a literal point of view. Literal
comprehension is the understanding of the written meaning of
a passage: the definition of words, the context of the writing,
the main idea of the passage, and the sequence of thought
chosen by the author. Literal comprehension reserves
studying author interpretation until after a student
understands the basic message of a written passage.
GUESSING FROM CONTEXT
PARAPHRASING
 REORGANISATION

Although literal comprehension is undoubtedly important

(without surface-level understanding of a text, deeper
interactions with the text are not possible), those designing
and providing instruction and developing tests must also
recognize that literal understanding is a stepping -stone to
more advanced comprehension skills that must also be
examined to continue to see growth in student performance.
Students organize or order the information a dif ferent way
than it was presented.
 INFERENTIAL COMPREHENSION

Inferential comprehension deals with what the author means

by what is said. The reader must simply read between the
lines and make inferences about things not directly stated.
Again these inferences are made in the main idea, supporting
details, sequence, and cause and ef fect relationships.
Inferential comprehension could also involve interpreting
figurative language, drawing conclusions, predicting
outcomes, determining the mood, and judging the authors
point of view. The following questions are usually asked:

What does the author value?

What is the theme?
What ef fect does this character/event have on the story?
How do you think this story will end?
 INFERENTIAL COMPREHENSION

Do a "jig-saw" reading. Before class, take the reading passage

and cut the paragraphs apart. Put them on the copy machine
in the wrong order. It helps to put a box next to each
paragraph for learners to write the numbers. It is also easier
if you tell them which paragraph is first. Learners read and try
to put the paragraphs in order. The ability to find the order
shows the students and you that they've not only understood
the words, they also understand the organization and
relationships between ideas.
 EVALUATION

Students make judgments in light of the material.

 EVALUATION

This label sounds more difficult than it is. It just means deciding
fact/opinion, same/different, etc. Later, if you want, it can
include higher level decisions like agree/disagree or good/bad.
Students make some kind of decision. At an elementary level, it
can be as simple as asking the learner, What character is the
most like you? Why? At a somewhat more sophisticated level
this is a technique I use with my university students doing
extensive reading have them find elements in the story that do
or dont parallel their own lives. They have to explain why. Some
students do this at a deeper level than others. I recall one
learner who said Gullivers Travels was not like her life since she
had never been around little people (What about kindergarten?).
On the other hand, a student who read a biography of Princess
Diana turned in a report that started, Her life had tragedy. And
so does mine. Last year my father died. Heavy stuff. It was clear
she was processing the meaning at a deep level.
 APPRECIATION

(Highest) Students give an emotional/af fective response.

 APPRECIATION

This is my favorite, not because it's the most sophisticated

(though it is). I love it for its simplicity. After a reading, simply
ask the students, "Did you like this story or not? Why?" Being
able to answer is a true test of understanding. One good way
to get at this is to ask each learner to draw a picture of one
scene from the story. Since our students are usually skilled at
drawing, they take forever getting their pictures perfect, and
it is helpful to forbid erasers and limit them to five minutes.
This is English, not art class. With their pictures they turn to
the person next to them and explain the pictures. I let them
choose which language they want to explain it in. They have
read it in English. Thats the understanding Im checking. They
end with the sentence. "I Iiked/ didn't like the story because..
Thank you.
God bless
you.