What Every SLMS Should Know about Teaching Reading Comprehension StrategiesPrepared by the SLMS Role in Reading Task ForceJuly 2009

Research shows that reading comprehension strategies can and should be taught from the primary grades through high school (p. 216).

Research also shows that this instruction is not taking place in many classrooms (p. 198).Source: Reading Instruction that Works: The Case for Balanced Teaching by Michael Pressley(Guildford Press, 1998)

By explicitly teaching and coteaching reading comprehension strategies, LMS can make a positive impact on students reading development.These strategies are easily integrated into classroom-library lesson plans and storytime learning objectives.Source: Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon(ALA Editions, 2007)

Reading Comprehension StrategiesActivating or building background knowledgeUsing sensory imagesQuestioningMaking predictions and inferencesDetermining importanceMonitoring and regaining comprehensionSynthesizing

Procedures for TeachingReading Comprehension StrategiesDirect instruction begins with educators modeling one strategy at a time (for whole group instruction).Educators use think-alouds to describe why, when, and how they are using the strategy to make meaning.Educators guide whole group in practicing the strategy. Educators guide small groups, partners, or individual readers in applying the strategy.Readers reflect on the benefits and challenges of using the strategy. Phase out educator direction until readers apply strategies independently.

Reading Comprehension StrategyActivating and Building Background KnowledgeText-to-selfText-to-textText-to world connection

AASL Standards for the 21st-Century LearnerActivating and Building Background Knowledge IndicatorsUse prior and background knowledge as context for new learning. (1.1.2)Connect ideas to own interests and previous knowledge and experience. (4.1.5)Recognize when, why, and how to focus efforts in personal learning. (4.4.3)

Reading Comprehension StrategyUsing Sensory ImagesEngaging all five senses in visualizationIncreasing enjoyment as well as comprehension of texts

AASL Standardsfor the 21st-Century LearnerSensory Images IndicatorRead, view, and listen for pleasure and for personal growth. (4.1.1)

Reading Comprehension StrategyQuestioningMonitoring comprehension through questioningFocusing on questions rather than answers before, during, and after readingQuestioning the text and the author

AASL Standards for the 21st-Century LearnerQuestioning IndicatorsDevelop and refine a range of questions to frame search for new understanding. (1.1.3)Find, evaluate, and select appropriate sources to answer questions. (1.1.4)Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1)

Reading Comprehension StrategyMaking Predictions and InferencesMaking predictions based on plotMaking inferences found between the lines (dependent on readers background knowledge)Propelling reader through the textInterpreting and make meaning

AASL Standardsfor the 21st-Century LearnerMaking Predications and Inferences IndicatorRead, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)

Reading Comprehension StrategyDetermining ImportanceSorting and prioritizingIdentifying main ideas and supporting detailsSummarizingEssential skill for notemaking

AASL Standards for the 21st-Century LearnerDetermining Importance IndicatorOrganize knowledge so it is useful. (2.1.2)

Note: Students must be able to distinguish main ideas from supporting details in order to make notes and organize knowledge.

Reading Comprehension StrategyMonitoring and Regaining ComprehensionDetermining when comprehension was lostUsing fix-up options to regain comprehension

AASL Standards for the 21st-Century LearnerMonitoring and Regaining Comprehension IndicatorMonitor gathered information and assess for gaps and weaknesses. (1.4.3)

Reading Comprehension StrategySynthesizingMaking meaning from multiple resourcesUsing decision-making to interpret information through the selecting important ideas and concepts and discarding othersThinking critically about information and ideas

AASL Standardsfor the 21st-Century LearnerSynthesizing IndicatorMake sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. (1.1.7)

AASL Standards for the 21st-Century Learner

and ALL Reading Comprehension Strategies Indicators Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning (1.1.6) Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations (2.1.3)

AASL Standards for the 21st-Century Learner

and ALL Reading Comprehension Strategies Indicators (continued)Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations (2.1.3)Read widely and fluently to make connections with own self, the world, and previous reading (4.1.2)Respond to literature and creative expressions of ideas in various formats and genres (4.1.3)

Allen, J. 2000. Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12. Portland, ME: Stenhouse.

______. 2004. Tools for Teaching Content Literacy. Portland, ME: Stenhouse.

Grimes, S. 2006. Reading Is Our Business : How Librarians Foster Reading Comprehension. Chicago: ALA Editions.

Harvey, S., and A. Goudvis. 2000. Strategies that Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse.

Keene, E. O., and S. Zimmermann. 1997. Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Portsmouth, NH: Heinemann.

Resources for Educators

Moreillon, J. 2007. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions.

Tovani, C. 2007. Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12. Portland, ME: Stenhouse.

_____. 2000. I Read It, But I Dont Get It: Comprehension Strategies for Adolescent Readers. Portland, ME: Stenhouse. Walker, C. 2004. Teaching Reading Strategies in the School Library. Westport, CT: Libraries Unlimited. Zimmermann, S., and C. Hutchins. 2003. 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! New York: Three Rivers Press.

Resources for Educators(Continued)

*By combining knowledge of literature and information resources with the ability to teach reading comprehension strategies, the LMS is able to increase student learning. In collaborative planning, the LMS suggests specific texts for co-teaching specific reading comprehension strategies. When the classroom teacher or literacy specialist and the LMS use the same terminology in modeling and guiding students practice of reading comprehension strategies, readers have a consistent and viable scaffold for learning these strategies.

Strategies defined and instruction explained by:

Allen, Janet. 2000. Yellow brick roads: Shared and guided paths to independent reading 4-12. Portland, ME: Stenhouse. Keene, Ellin Oliver, and Susan Zimmermann. 1997. Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.Tovani, Cris. 2000. I read it, but I dont get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.Zimmermann, Susan, and Chryse Hutchins. 2003. 7 keys to comprehension: How to help your kids read it and get it! New York: Three Rivers Press.

*Strategies defined and instruction explained by:

Allen, Janet. 2000. Yellow brick roads: Shared and guided paths to independent reading 4-12. Portland, ME: Stenhouse. Keene, Ellin Oliver, and Susan Zimmermann. 1997. Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.Tovani, Cris. 2000. I read it, but I dont get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.Zimmermann, Susan, and Chryse Hutchins. 2003. 7 keys to comprehension: How to help your kids read it and get it! New York: Three Rivers Press.

*Refer to Background Knowledge Handout*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Refer to Visualizing Handout*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Refer to Questioning Handout*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Refer to Inferring Handout*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Refer to Determining Importance Handout*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Refer to Monitoring and Regaining Comprehension Handout*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Refer to Synthesizing Handout*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

*Connections between reading comprehension strategies and AASL standards from:

Moreillon, Judi. 2008. Matrix: Relationship between reading comprehension strategies and AASL's standards for the 21st-century learner. . (Accessed April 2, 2009).

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