Reading Strategies
Why Reading Strategies?
According to Jeannie Ormrod, Human Learning, 3rd Edition, (p. 321), reading for learning involves many techniques. Students are not just reading to identify words on a page or make sense of sentences and paragraphs. They are also trying to store information they read in long-term memory for retrieval later on. Readers should do many of the following to be effective:
- Clarify their purpose for reading something
- Determine what is most important to learn and focus their attention and efforts on the material
- Make sense of and elaborate (draw inferences from and connect relationships within) what they read
- Bring prior knowledge into play
- Make predictions about what they are likely to read next
- Ask questions and try to answer them as they read (see Questioning)
- Check themslves to make sure they understand and remember what they have read
- Clarify any ambiguous points they encounter - see the instructor, peers, ask questions in class
- Envision possible examples and applications of the ideas in the reading
- Understand the organization of the text they are reading - category-based in expository texts; schema-based in narrative texts
According to Jeannie Ormrod, Human Learning, 3rd Edition, (p. 321), reading for learning involves many techniques. Students are not just reading to identify words on a page or make sense of sentences and paragraphs. They are also trying to store information they read in long-term memory for retrieval later on. Readers should do many of the following to be effective:
- Clarify their purpose for reading something
- Determine what is most important to learn and focus their attention and efforts on the material
- Make sense of and elaborate (draw inferences from and connect relationships within) what they read
- Bring prior knowledge into play
- Make predictions about what they are likely to read next
- Ask questions and try to answer them as they read (see Questioning)
- Check themslves to make sure they understand and remember what they have read
- Clarify any ambiguous points they encounter - see the instructor, peers, ask questions in class
- Envision possible examples and applications of the ideas in the reading
- Understand the organization of the text they are reading - category-based in expository texts; schema-based in narrative texts