Reading Strategies

Maria Azela L.Tamayo, Ph.D.

Good readers
versus
Poor readers
 What research say
• No matter which strategies are used to introduce them to
reading, the children who earn the best scores on
reading comprehension tests in the second grade are
the ones who made the most progress in the fast and
accurate word identification in the first grade (Alderson et
al., 1985)
• Word recognition skills as a necessary prerequisite for
comprehension and skilled reading (Samuels, 1988)
• Samuels supported the idea that accurate
and automatic word recognition is
necessary for reading fluency.
• Repeated readings of the same passages
can help move students from accuracy to
automaticity in word recognition
 Reading Strategies
• Word Recognition Strategy
• Sight Words
• Young readers also need to develop a
store of sight words that are recognized
immediately without having to resort to
analysis
 Context Clues
• The words, phrases and sentences
surrounding the words to be decoded—
help readers determine what the unfamiliar
words are
• Picture clues are generally the earliest
context clues children use.
 Types of Context Clues
• Semantic clues are clues derived from the
meaning of the words, phrases and
sentences surrounding the unknown
words. Examples are definition clues,
appositive clues, comparison/ contrast
clues, common expression clues, example
clues.
• Syntactic clues are provided by the
grammar or syntax. Word order can give
readers clues to the identity of an
unfamiliar word. Example is John was at
home reading a ______; I want toast and
__________.
 Early literacy in focus

Language Development with stress on

vocabulary and concepts
• Making sense of print requires the use of a
combination of strategies, including the use of
word meanings, sentence structure, sound and
letter relationships (phonics) and background
knowledge.
• Children who have an abundance of
opportunities to expand their language and
linguistic repertoires are apt to decipher words
unknown to them as readers and to make sense
of what they read (Halliday, 1975; Morrow, 2000)
 Strategies
• Sharing and discussing books and stories
may be single most important thing
teachers do to foster children
development.
• For very young children, brief read-aloud
experiences are the best
Understanding about the Functions of Print
 Strategies
• Teachers encourage the use of literacy in
various interest like reading newspapers
and magazines, making and using lists,
and using television guide.
• Real material such food containers,
menus, cookbooks, tickets, paper and
writing utensils, sales slips should be
included and used in interest centers.
Knowledge of Narrative Structure
 Strategies
• Teachers should use prediction prompts during
the reading of a story to elicit what children think
might happen next
• Children should be asked: What made you think
so? After reading, children may be asked to
retell the story. Teachers might use prompts
follow the elements of the story structure such
as Who were the main characters? What
happened to them? What happen next?
•
Listening Comprehension
 Strategies
• Retelling a story help children make
inference and draw conclusions about
what has been read to them
• Teachers need to pose questions that
require children to consider why they think
a character behaved in a certain way or
what they might have done under similar
circumstances
•
Knowledge of the Alphabet
 Strategies
• Names should be displayed, read and used
various purposes such as taking attendance and
identifying ownership of items
• Teachers can demonstrate how names are
constructed by cutting a child’s name into its
individual letters and then reconstructing it.
Children may be given the opportunity to do the
same with their own names
Phonemic Awareness
 Strategies
• Should be included as part of the daily read
aloud and writing experiences
• Teachers should include nursery rhymes, poems
and storybooks with patterned rhymes in their
daily read aloud offerings
• They should read poetry, stories and alphabet
books that contain alliteration and word play
• Children can be invited to clap the number of
syllables they hear in someone’s name.
Phonics
 Strategies
• Attention to sound and letter relationships
can be made through shared reading and
writing activities
• Best evidence of children’s growing
awareness of phonics is the invented,
phonics-based spelling they produce as
they attempt to write
More… more...
 Thank you!
#endofthissession