Has trouble telling you about the story
High error rate with comprehension questions
Poor attention when reading
Forgets details
Difficulty summarising key information
Difficulty taking notes and using research tables
Trouble locating key words
Doesn’t know when to read slowly and carefully
Trouble inferring information
Trouble connecting information that appears throughout a text
Becomes overwhelmed when starting an assignment
Helpful strategies to improve our understanding of what we read need close monitoring, error correction and direct teaching. A short period of 1:1 support can make great gains. Skills such as visualisation, skim reading and scanning, note taking, the ability to infer and utilise clues, can all be taught using the right texts and plenty of direct modelling and support.
The process of assessing your understanding of something as you read it, requires you to pay attention to your own thinking. We call this metacognition.
Done diligently, the monitoring comprehension strategy encourages the reader to assess their understanding of a text on an ongoing basis and to make adjustments.
Students will form pictures in their minds of what they have read as they read it. This results in easier recall of facts and details.
The ability to make connections between what you are reading and your own experiences. In the process, reading becomes more personally meaningful.
Just as we ask our students questions in order to stimulate their thinking, students ask themselves questions about a text to engage closely with the information or story, making reading more than just a passive pursuit in the process. This helps to clarify meaning and examine motivation and purpose.
Using this strategy requires the student to become something of a textual detective. It helps students to understand things that are not made explicit in the text. It’s what we mean when we say to students “Read between the lines!” It is a higher level skill that often needs explicit practise.
Students retell the story or information in the text they’ve read in their own words. To do this successfully, they need to be able to pull out the main points of the text and express these in their own words. An invaluable tool for comprehension and recall.
We need to learn to continuously prioritise the information we come across when reading. Students look for clues in the text to help them decide what is most important.
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