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Read Smarter, Not Harder: Global Reading Comprehension Strategies
Author(s) -
Bishop Penny A.,
Reyes Cynthia,
Pflaum Susanna W.
Publication year - 2006
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.60.1.7
Subject(s) - reading comprehension , comprehension , reading (process) , psychology , repertoire , reciprocal teaching , context (archaeology) , mathematics education , point (geometry) , teaching method , pedagogy , computer science , linguistics , paleontology , philosophy , physics , geometry , mathematics , acoustics , biology , programming language
As students move through the grades, the demands of comprehending increasingly complext text increase, and some students begin to struggle. What are the differences between skilled and struggling readers? How can educators teach students to become more proficient readers? This Teaching Tip describes research into middle‐level students' reading strategies and gives an overview of global comprehension strategies. It makes the case for explicit teaching of such strategies asAsking questions about context clues Identifying a range of textual and visual clues Frontloading text Skimming textThe authors also urge teachers to invite their students to describe the strategies they currently apply as a way to better understand the repertoire students may possess. Understanding students' current reading strategies can help teachers point the way toward more proficient comprehension.