Teaching+Reading+Strategies

Two Systems that Children Need to Understand:

A. Grapho-Phonic B. Lexical C. Syntactic
 * Surface Structure Systems **
 * letter/sound knowledge;
 * phonemic awareness
 * decoding
 * visual word recognition
 * visual memory for words
 * language structure at the word, sentence and text level

A. Semantic B. Schematic C. Pragmatic
 * Deep Structure Systems **
 * word meanings/associations; precision in word usage
 * <span style="font-family: Arial,Helvetica,sans-serif;">constructing meaning at the whole text level; prior knowledge that governs storage and retrieval of information
 * <span style="font-family: Arial,Helvetica,sans-serif;">social construction of meaning, reading and writing for specific purposes and audiences – adopting the social mores of a reader/writer, reading and writing habitually

<span style="font-family: Arial,Helvetica,sans-serif;">In K-2 Classrooms, 50% of instruction should be spent on Surface Structure Systems and 50% on Deep Structure Systems <span style="font-family: Arial,Helvetica,sans-serif;">In 3-6 Classrooms, 20% of instruction should be spent on Surface Structure Systems and 80% on Deep Structure Systems


 * Strategies for Solving Word Problems and Reading Fluently (Identifying and Pronouncing Words, Reading Fluently Orally)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Using context
 * <span style="font-family: Arial,Helvetica,sans-serif;">Visual word recognition strategies including use of environmental print
 * <span style="font-family: Arial,Helvetica,sans-serif;">Word analysis strategies such as prefixes, suffixes, compound words and word derivations
 * <span style="font-family: Arial,Helvetica,sans-serif;">Text management strategies such as rereading/reading ahead, deep reading, skimming/scanning
 * <span style="font-family: Arial,Helvetica,sans-serif;">Decoding strategies such as identifying word families, chunking, point & slide, looking for known words inside words
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cross check across systems (does the word make sense, sound like language, do the letters match the sounds) or ask another reader


 * Cognitive Strategies for Comprehending (probing Ideas and extending meaning, reading deeply)**
 * Monitoring for Meaning
 * Determining Importance
 * Creating Mental Images
 * Synthesising
 * Relating new to known (schema) - text to self, text to text, text to world
 * Questioning
 * Inferring


 * Helping Students Understand Text Structures and Organisation**

A. Narrative Text
 * <span style="font-family: Arial,Helvetica,sans-serif;">Character
 * <span style="font-family: Arial,Helvetica,sans-serif;">Setting
 * <span style="font-family: Arial,Helvetica,sans-serif;">Plot structure (orientation to character, setting, conflict introduction, rising action, climax, resolution)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Narrative technique - development of ideas through action, dialogue
 * <span style="font-family: Arial,Helvetica,sans-serif;">Use of foreshadowing, parallel plot structure, flashback and flash forward
 * <span style="font-family: Arial,Helvetica,sans-serif;">Word - choice, diction, phrasing, voice
 * <span style="font-family: Arial,Helvetica,sans-serif;">Powerful leads; surprise endings
 * <span style="font-family: Arial,Helvetica,sans-serif;">Techniques in poetry

B. Expository Text
 * Cause and effect
 * Chronology
 * Problem/solution
 * Vocabulary and concept load
 * Text layout and organisation
 * Text features - diagrams, pictures, captions, graphs, etc

<span style="font-family: Arial,Helvetica,sans-serif;">C. Distinguishing among genres; applying reading strategies differently depending the genre