FUENTE : HTTP://DUSTINOLDENBURG.WEEBLY.COM/POST-READING-STRATEGIES.

HTML
PRE-READING STRATEGIES
Reading comprehension begins before students dive into the their assigned or chosen text. In order
for students to understand what they are reading, they have to draw on their experiences with the
topic and knowledge of vocabulary, and prepare themselves mentally to tackle the reading in a way
that will allow them to comprehend the content being presented. The strategies described below can
be used by teachers in the content areas to prepare students for comprehensive reading in the pre-
reading stage.

1) Vocabulary Previewing
Students need to be able to understand the words that are in an assigned or chosen text before they
can truly comprehend what the text is trying to say. For this reason, making sure that students are
familiar with the vocabulary in their reading is absolutely essential to comprehensive reading.
Content area teachers can aid students in reading comprehension by ensuring that students are
familiar with the vocabulary in their reading.
Vocabulary previewing is a strategy in which the teacher reads the passage of text before it is read in
the classroom and selects unfamiliar specialized academic words or words that are necessary to
understanding the text and the major concepts in the lesson (Sedita, 2010). The teacher then spends
a limited amount of time providing a basic understanding of each selected word by incorporating class
discussion or other supplemental activities, Everyday language, synonyms, and antonyms should be
used to help students connect with the words rather than dictionary definitions (Preview Vocabulary
Words, n.d.). Defining vocabulary before reading will allow students to activate prior knowledge,
preparing them to comprehend the content of what they are about to read.
Implementation of this strategy can be done in various ways. For example, the teacher may begin by
listing the words on the board and initiating a class discussion to activate any prior knowledge that
students may have of the words. Can students relate to the words in any way? Ask questions that
might encourage students to discover the meaning of the words. Then, students could write about
each of the words in a Vocabulary Notebook, describing each term in their own words with precise
language, providing examples, and even drawing a picture to help them personally connect with each
vocabulary word. This writing assignment can be tied to CCSS.ELA-Literacy.W.6.2.D or the
equivalent at any grade level.
Another way to use this strategy in the classroom would be to break the class down into small groups
and provide each group with a list of the selected words. Together with their classmates, students
can discuss each word and collectively try to determine what each word means and why it might be
important to the topic at hand. Each group can then report their findings and the teacher can take
that opportunity to correct any misconceptions and further expand upon what the students may have
been able to correct on their own.

The video below describes vocabulary previewing, discusses why it is necessary for students
to understand what they are reading, and provides helpful examples of activities that can be
used to help students develop familiarity with vocabulary (colorincolorado, 2012).

The next video is an excellent overview of the vocabulary previewing strategy. It explains how
this strategy satisfies Common Core standards, describes the benefits of implementing this
strategy for increasing comprehension in all readers, and provides very thorough steps for
using this strategy in the classroom (RMC Research Corporation, 2013). Follow the link below
to watch this video!

Previewing Vocabulary
1
2) Brainstorming
Brainstorming is a pre-reading strategy that can be used to activate students' prior knowledge and
cause them to begin thinking about the topic that will be addressed in the reading. In brainstorming,
the teacher presents the students with the title of their reading or shows them the book cover (de
Bretagne, 2009). The teacher then asks the students to simply brainstorm what they know about that
topic and what they think the reading will be about. This opens up an opportunity for full classroom
discussion between the teacher and the students, and anything that the students bring up can be
discussed.
Throughout a pre-reading brainstorming session, the teacher can ask questions to guide student
responses or just allow students critical thinking to take over the discussion. Ideas should be
recorded by the teacher or by each student. While the discussion aspect of brainstorming may yield
more favorable results, brainstorming can be done individually as well (Anthony, n.d.).
The following methods can be used to implement this strategy in your classroom:

For this lesson, let's assume that a 3rd grade class is preparing to read a short book about a
topic being studied in a content area. The teacher begins the lesson by showing the class the
cover of the book.

The teacher then asks the class to raise their hands and share ideas about what they think the
story will be about based on the cover and the title. Depending on the answers shared by the
students, the teacher can ask a few guide questions to direct the students to think more
specifically about the concepts that will be addressed in the reading.

After this classroom discussion, the teacher can ask each student to write a paragraph or a
short story about what they think the book will be about. They should be encouraged to use
vocabulary words that relate to the topic. (CCSS.ELA-LITERACY.W.3.1.A)

For a second lesson, imagine that the same 3rd grade class is preparing to read a section of
an informational text or article. The teacher begins this lesson by writing the title of the reading
on the board.

Next, the teacher asks student to tell what they know about the topic described by the title.
What words relate to the title? What do they think the reading is about? As students share
their ideas aloud, the teacher should write the words and ideas around the title. All thoughts
shared by the students should be respected, but the teacher can help students further explore
thoughts by asking questions to guide the conversation.

Now that the class is focused on the topic, they are ready to dive into the reading and have
been given the mindset necessary to comprehend the concepts in the reading!

I love how the teacher in the video below uses brainstorming in her elementary classroom. She uses
vocabulary words from the story to generate brainstorming rather than using the title itself, and asks
simple guide questions to help direct student thinking. In addition, she uses the strategy that I have
2
included above of having students write their own prediction of what they think the story will entail.
(The Balanced Literacy Diet, 2011)

In the video below, a high school teacher uses an "iceberg" graphic organizer to brainstorm ideas
about a reading and study topic (law enforcement). The class begins by simply stating terms that
relate to the main idea, but as the discussion progresses, the teacher begins asking guide questions
to narrow the scope of information that students access (nefecVideo, 2012).
3) Pre-Reading Questions
The use of pre-reading questions is a comprehension strategy that can be helpful at all grade levels
and ages, and in all academic areas, as well as in independent reading for enjoyment. Pre-reading
questions are simple questions that prepare the reader's mind to comprehend the material that they
are about to read. While pre-reading questions can be asked by the teacher in a classroom setting,
especially when first familiarizing students with the strategy, the strategy is likely to be most effective
when students can develop their own pre-reading questions to better prepare themselves to connect
to what they are reading both in and out of the classroom (Questions Before, During, and After
Reading, n.d.). Students can ask themselves open-ended and closed-ended questions to prepare
themselves for reading. Closed-ended questions generally have only one answer that can be found
in the reading, while open-ended questions allow for analysis and reflection, and open the door for
critical thinking (Rodriguez, 2014). While I am presenting this as a pre-reading strategy, having
students ask themselves questions is just as helpful during and after reading.
This strategy can be done as a class or independently, but teachers should encourage students to
work toward individualizing the strategy and using it as a regular practice when they read. In a
classroom setting, the teacher can begin by providing examples of questions that can be asked in the
pre-reading process. Such questions might include:

What clues does the title reveal?

What information do you know about this topic?

Why are you reading this?

Why do you think the author wrote this?

(Ask Questions, n.d.)

As you might have noted, these questions are intended to target students' background knowledge
and may not be directly answered in reading. However, it is also important to ask questions that can
be answered in the reading. For example:

What is this story about?

What does the main character want?

Will he or she get it? How?

3
(Questions Before, During, and After Reading, n.d.)

After the teacher has introduced the strategy by providing a few example questions, it's time for the
students to think up some of their own pre-reading questions. Students can share questions that they
might have as a class and the teacher can write them on the board to be used in classroom
discussion.
Once students understand what kind of pre-reading questions need to be asked to better prepare
them for reading comprehension, they can begin to develop their own questions individually.
Students can create a journal in which they write down questions that will get them thinking about the
topic and questions that they hope can be answered in the text. As they read, they can write down
the answers that are obtained in the text (CCSS.ELA-LITERACY.W.4.9.A).
The video below provides an excellent example of a teacher implementing the use of pre-reading
questions in her classroom. She explains how asking questions before, during, and after reading is a
natural cognitive process. The students in the room then ask fantastic pre-reading questions. (adlit,
2014)
The teacher in the video below takes a different approach to using questions as a pre-reading
strategy. She presents her students with a worksheet of pre-reading questions and then provides
each student with a quote from the main character of the story. The students then silently exchange
their quotes and use them to answer the pre-reading questions. Notice how the students begin to
take on an understanding of what the story is about before they even begin reading! Click the link
below to view this video. (Fulco, n.d.)

Silent Tea Party: Pre-Reading for Challenging Texts

4) KWL Charts
A KWL chart is a graphic organizer that ties together the pre-reading process and the post-reading
process. As a pre-reading strategy, it helps students activate prior knowledge, learn vocabulary
related to the reading, and allow them brainstorm what they are hoping to obtain from their reading
(Tompkins, 2014).
Teachers can create a KWL chart on the board or a large piece of paper for the class to see to
demonstrate the strategy and students can follow by creating their own chart on a sheet of paper or in
their notebooks. The chart is divided into three separate columns: What I Know about the reading
topic, What I Want to Know, and What I Learned.
KWL charts help students organize their information by providing a visual depiction that allows
students to control the text that they enter into the graphic. This strategy greatly benefits learners
who best connect with visual aids (Bomengen, 2010).

4
A teacher can introduce this pre-reading strategy by creating a KWL chart on the board or on a large
sheet of paper. The topic address in the reading is introduced and the class collectively shares what
they know about the topic. As students share ideas, the teacher writes them in the 'What I Know'
section of the chart. Then, the teacher asks the students what they want to know. Those ideas are
recorded in the 'What I Want to Know' section. After these sections are completed, the selected
reading is read aloud as a class or silently and independently. The students then share what they
learned from the reading as the teacher completes the final section of the chart. Once the chart has
been completed, the class can discuss how what they learned related to what they wanted to know.
After students have an understanding of how KWL charts work, they can create them on their own.
The teacher can provide a printed chart for the students or they can create their own on a piece of
paper or in their notebooks. They can then complete the process described in the full class lesson
above independently. After they have read and defined what they learned from the reading, they can
write a short assignment to describe how what they learned from the reading addressed what they
wanted to know (CCSS.ELA-LITERACY.W.5.2).
In the video below, an elementary teacher uses a KWL chart to activate students' prior knowledge
about the subject being studied, get students to think about questions that they would like answered
from their reading, and recap the new information that was obtained through their reading. She uses
the KWL chart as a full-class discussion activity. (TheKimMoShow, 2012)
5) Word Splash
A Word Splash is a visually pleasing collection of vocabulary words or key terms related to the
concepts that will be addressed in the reading (Jack, n.d.). When used as a pre-reading strategy, a
Word Splash can help students identify key vocabulary and access their prior knowledge of the
concept.
The teacher begins by reading the text to be assigned and determining known and unknown
vocabulary words that are important to the topic addressed in the reading. The words are then
"splashed" on to the board or a large sheet of paper in a creative way and displayed in an area of the
classroom where it can be easily viewed. Based on the words featured on the Word Splash, the
5
students brainstorm and make predictions about what they think the story or text will be about. This
activity is also helpful for teaching unknown vocabulary to students (see my example of vocabulary
previewing above). After students have discussed what they think will happen based on their
understanding of the connection between the words in the Word Splash, they read the text and reflect
on how accurate their predictions were (Cox, n.d.).

Below are two examples of how you can incorporate this strategy into your instruction.

Begin by reading the material that you will assign to your class ahead of time. Select between
7 and 10 important known or unknown words or concepts from the text.

Write the words on the board, arranging them in a creative manner: use different colors,
angles, and sizes.

When the class begins, as your students to focus their attention on the Word Splash and
carefully read each word. Then, ask your class to share what they know about the topic that
relates to the words and ask them to share predictions about what they think the reading will
be about.

Read the assigned text as a class or individually.

After reading has finished, as students to share how close their predictions were to what they
actually learned in their reading.

The second example begins in the same fashion as the first. The teacher should read the
material and select a few important words.

The teacher then creates a Word Splash on a sheet of paper that can be handed out to each
student. There website such as www.wordle.net that make creating a Word Splash easy.

As a class, discuss what students know about the topic described by the words and ask them
to share their predictions about what they think the reading will be about. This can be done as
a class or in small groups.

Then, ask each student to write their own short story using each of the words in the Word
Splash. They should write their story as if they are pretending that they are the author of the
text that they are about to read. (CCSS Literacy Writing Standard 1)

Have students read the text independently. When they are finished, have students share how
close their writings mirrored the actual text.

The teacher in the video below takes a unique approach to using Word Splash in her classroom by
having students create their own Word Splash by predicting words from provided descriptions of the

6
words. This method not only encourages students to brainstorm predictions of the content that they
will learn in reading, but also reinforces vocabulary study. (TheSciencecoach, 2011)

DURING READING STRATEGIES

Pre-reading and post-reading strategies are worthless if students do not retain valuable information
while they are reading. However, students may not be successful in comprehending their reading if
they are simply reading words on the page without taking steps to consciously gather an
understanding of the content presented in the reading. The strategies below can be used during
reading to assist students in completely understanding what they are reading.

1) Text Coding
Text coding is a modern day take on highlighting and note taking. In this strategy, students use a
class-specific system of codes that consists of symbols to make connections with their text while they
are reading. The symbols can be established by the teacher or the class, or symbols and their
accompanying representations can be found online or in various reading comprehension teaching
aids. By marking these symbols right in their text, students can make immediate connections to what
they know, what they don't know and have questions about, what they believe to be important, and
what they agree or disagree with (Elish-Piper & L'Allier, 2013).
Text coding helps students organize their reactions to the text in a way that allows them to easily
recall their thoughts when quickly browsing back through the text. It also allows them to set aside
material that is confusing to them so that they can further explore it in the future rather than having it
derail their entire reading experience (Limon & Reed, n.d.). Readers are more likely to read slowly
and methodically and make a conscious effort to understand what they are reading when this strategy
is implemented. Below is an example of symbols that can be used in text coding and what they
represent.

When implementing text coding into classroom instruction, the first step is to create a system of
codes/symbols and clearly define what they will represent. As mentioned above, this can be created
by the teacher, created as a collective effort by the class, or an existing system can be used. The
teacher should then model the strategy for the class by using the symbols in a short reading and
7
explaining why symbols were placed at certain points in the reading. After the strategy has been
modeled, there are several ways that it can be implemented into instruction.
Text coding can be used as a small group activity. Students can be broken into small groups, be
assigned a reading, and can work together to code the reading to reflect their thoughts and reactions
to the reading. This encourages teamwork and allows students to discuss the strategy together. It
may also increase understanding of the reading, as one student might pick up on something that
another might have missed. After they have completed the reading and have coded the text, they
can report their findings to the class.
Used independently in the silent classroom reading setting, text coding encourages all students to
read carefully in order to use the symbols correctly and effectively. This strategy provides each
student with the opportunity to make a personal connection to the text by activating what they know
and gives them reason to look deeper into things that they might not understand. This activity could
then be supplemented by having students write a summary of why the placed their text coding
symbols where they did (Common Core writing standard 4).
The following video provides an excellent explanation of the text coding strategy and why it is
important, provides valuable tips for implementation in the classroom, and even shows the strategy in
action. (Fladager, 2012)
As the next video explains, comprehension will surprisingly improve dramatically when text coding is
implemented, even when students think they are sufficiently understanding through reading alone.
The teacher in this video lays out a thorough description of his specific text coding symbols for his
students and discusses how they will use them in their reading. (RTHS English with Ms. Brown, 2012)

2) Repeated Reading
In order for students to be successful in reading comprehension, they have to be able to read fluently.
While repeated reading is a valuable strategy for developing fluency in readers, it is also helpful in
improving reading comprehension.
Repeated reading is, simply put, the act of reading a passage of text multiple times. It improves
fluency by familiarizing the student with the vocabulary and allowing the student to develop smooth,
effective phrasing. As a result, students will begin to think less about the decoding the individual
words and phrases in the reading and will be able to completely shift their focus on understanding the
content being presented (Flynt & Still, 2012). Various studies have shown that repeated reading not
only improves fluency, but also improves comprehension.
Assessment through corrective feedback is necessary for this strategy to effectively improve reading
comprehension (Therrien, 2004). Students will need to be be able to show improvements in their
understanding of the content of an assigned text after a designated number of readings. The teacher
can prepare comprehension guide questions to test the student on his or her retention of content, or
the student can write a summary of the passage after reading to demonstrate his or her level of
comprehension (Literacy writing standard 2).

Here are two ideas for implementing this strategy in your classroom:

For elementary grades, begin by reading the assigned passage of text to your students as they
follow along in their books or on sheets that have been handed out. Once the teacher has
finished, as students to share what they have learned. Then, read the passage aloud as an
entire class. Once again, ask students what they have learned. Did they pick up on anything
8
 in addition to what was discussed after the first reading? Finally, have students read the
passage one last time. When they have finished, as a series of questions to the class that will
allow you to determine their levels of comprehension.

For middle and high school grades, ask students to read an assigned passage of text silently
and independently. Then have them read the passage a second time. After the second
reading, encourage them to write a short summary of what they have read and then place the
summary somewhere that they will not be able see it. The students should then read the
passage again a third and fourth time and write a second summary of what they learned in the
reading. Students should then compare their two summaries to see if additional
comprehension was indicated in the second summary.

The video below shows this strategy in action, as the student in the video demonstrates
improvements in fluency and shows understanding of the content through repeated reading. (Suchy,
2010)

In this video, a teacher describes that rereading a text is necessary to comprehension because it
unveils layers of content that may not be evident in the first reading. (Scholastic, 2013)
3) LIT Circles
LIT (Literature) circles are a fun and engaging strategy to use during and after reading to teach
reading comprehension. I am presenting this as a during reading strategy because students must
approach their reading with a certain direction in mind. This helps students make a conscious effort
to read comprehensively.
In LIT circles, small groups of students (usually between 4 and 6) read a text and work together to
understand what they are reading. Each member of the group takes on a specific role that helps
direct their reading (Briggs, 2010). For example, the following roles can be assigned to various
members of the group:

Discussion Director - Develops questions about the reading for the group to discuss.

Literary Luminary - Analyze the reading and highlight sections that are interesting or important
by reading them aloud.

Illustrator - Draws a picture relating to the reading and shares it with the group to connect
ideas about the reading.

Summarizer - Recalls the reading and gives a brief summary to convey the key points and
main highlights of the reading assignment. The summarizer can satisfy the writing component
of this strategy by writing the summary in proper paragraph form. (CCSS Literacy writing
standard 2)

Vocabulary Enricher - Identify and define key vocabulary terms in the reading assignment and
share them with the group.

9
Generally, the each member of the group will read the passage, prepare the work associated with
each role as they read or when they have finished reading, and share their information during a
designated meeting time when reading has been completed.
Literature circles allow teachers to access individual student abilities and encourages students to
accept responsibility for their own learning (Nigro, 2011). This flexible strategy can be used at just
about any grade level, is great for both fiction and nonfiction readings, and meets Common Core
Standards due to its differentiation. In addition, it helps students develop social and teamwork skills
due to its group focused nature. Roles and even groups can be changed with each new assigned
reading.

In the elementary classroom, this strategy can be implemented into a lesson by first having the
teacher clearly define each roll and what that student will be responsible for. Then, the class can
either read the text (preferably something short that can be read in a few minutes) together and aloud
or independently and silently. After the reading has occurred, the class can be divided into groups
and assigned their specific roles. Students will then have a specific amount of time to complete the
individual tasks that have been assigned to them while the teacher moves around the room to offer
assistance. The students can then work within their groups to present the findings of their individual
roles to their group members. Finally, each group can present their collective findings to the class.
In the middle school or high school classroom, the teacher should again define and demonstrate the
duty of each roll first. Students can then be assigned to read the selected text independently and can
even be expected to prepare their role's duties as a personal assignment, though a portion of class
time could be set aside to work independently. This would cause students to take responsibility for
their own learning, as they would need to uphold their duties to ensure that their group succeeds in
completing the literature circle assignment. After students have completed their individual work, the
groups can meet to present their findings and ideas to one another.

The video below shows the implementation of literature circles in a middle school English or literature
classroom. The process involved in using literature circles is clearly laid out in this video and it also
includes interaction between students taking part in a literature circle. (Bohonos, 2012)
As the video below states, research has shown that the interaction element of LIT circles encourages
struggling readers to take a more active approach to understanding what they are reading. Because
of peer influence between members of each reading circle, especially in the older grades, students
feel responsibility to carry out the role that they have been assigned. (ebuckhold, 2009)

4) Say Something
Say Something is a during reading comprehension strategy that encourages students to take on a
more functional view of reading. Rather than simply spitting back facts from assigned readings or
only discovering what the teacher directs them to find, students who use this strategy have an
opportunity to talk about what their reading means to them personally and explain how the reading
ties in to their own experiences. In addition, Say Something aids comprehension because it allows
readers to pause after reading small sections or "chunks" of the text and talk about what they have
learned rather than trying to comprehend the entire reading at once (Harste & Short, 1996).
In Say Something, students choose or are assigned a partner with whom they will discuss their
thoughts about their reading. A small portion or the reading is then read silently or orally by the
students. Once they have completed reading the section, students begin to discuss what they have
taken from the reading. For example, they might give a short summary of the reading, explain a
personal connection to a character, or ask a question that their partner might be able to answer to

10
help them better understand a concept that they struggled with (Beers, 2003). After the pair has
finished their brief discussion, they should move on to reading the next chunk of text and repeat the
entire process.
Another way to implement this strategy is to have the teacher begin by modeling the strategy for the
students. Then, the teacher can provide potential 'starters,' or short guide phrases that will help direct
the students' focus during reading. The image below shows some of the sentence starters that can
be used. These starters can be placed on a poster in the room so that they are readily available for
students to view. After the strategy has been introduced, students can be broken up into pairs to
begin the activity as described above. Once the activity has been completed, students can then
choose one of the sentence starters from each of the categories in the image below and write out
their responses (CCSS Literacy writing standard 2.C).

In addition to the examples of classroom implementation strategies described above, Say Something
can be used as a full-class activity. The video below is an example of this, as the teacher first asks
some guide questions to access students' prior knowledge, reads a portion of the story aloud to the
class, and then uses some of the starters from the chart above to cause the students to talk about
their thoughts on the reading (The Balanced Literacy Diet, 2012).
11
5) Directed Reading Thinking Activity (DRTA)
The Directed Reading Thinking Activity (DRTA) strategy is a flexible strategy that can be individually,
in small groups, or as a full class, and can be used at any grade level in any content area. Studies
have shown that this strategy improves reading comprehension and helps develop critical thinking
skills. DRTA guides students in making predictions about their reading, asking questions that they
hope their reading will answer, and then reading to determine if their predictions were accurate and if
the reading answered the questions that they may have had (Directed Reading Thinking Activity, n.d.)
As a result of using this strategy, students become active and thoughtful in their reading, and
comprehension improves as a result (Direct Reading Thinking Activity, n.d.). The strategy is made up
of the following steps:

D - Direct: The teacher directs students' thinking before the reading occurs. This can be done
by asking open-ended questions for students to ponder as they read. This will encourage
them to make predictions about the reading and helps them activate prior knowledge.

R - Reading: The teacher should pre-select passages of text to be read, then have students
read the first selected section. After reading has occurred, the teacher can ask questions
about specific information included in the text. The students can then measure how accurate
their predictions were and make appropriate adjustments. This process should be repeated for
each pre-selected section.

T - Thinking: When the entire assigned reading has been completed, students can go back
through the text and evaluate how their predictions measured up against the actual content in
the text. They can then find supporting statements from the text to verify their predictions, or
they can modify their predictions to better mirror the material they have read. When all three
aspects of this strategy are implemented, students make a conscious effort to comprehend
what they have read.

As mentioned above, this strategy can be done individually, in small groups, or as a whole class. If
done individually, each student can write their predictions and questions before they begin reading.
As they read, they can adjust and re-write their predictions or explain in writing why their predictions
were accurate or not. Once they have completed the reading, they can write a summary to describe
how their predictions were or were not accurate (CCSS Literacy writing standard 1). In small groups,
students can work together to create predictions before reading. During reading they can discuss
how their predictions compare to the actual content, and when they have finished, they can explain to
the class which predictions were accurate, which were not, and why. Finally, as a whole class activity,
individual students can share their predictions or the class can work together to establish a list of
predictions that can be discussed and adjusted as reading occurs.

The video below explains the steps in the DRTA strategy and allows us to view a lesson in which the
strategy is used. I feel that watching the lesson is very valuable because of how effective the teacher
is at guiding the discussion that surrounds the reading (Hill, 2013).

POST-READING STRATEGIES
12
The final step in successful reading comprehension is reflecting upon what has been read and self-
monitoring for understanding. If readers don't take time after reading to analyze and summarize what
they have read, they will fall short of truly comprehending a text. The strategies presented below can
be used after reading to help readers combine their prior knowledge and critical thinking skills to what
they have learned through reading to develop a solid comprehension of readings assigned in the
content areas.

1) Question-Answer Relationships (QAR Strategy)

The Question-Answer Relationship (QAR) strategy encourages readers to find connections between
questions, content present in the text, and the reader's prior knowledge. By understanding the way
that questions relating to their reading are written, students are better prepared to answer them
(Question-Answer Relationships, n.d.). This strategy teaches students to classify questions relating
to text so that they can dig deeper for understanding in their texts and through their prior knowledge
of the topic.
The QAR strategy revolves around the idea that there are four types of questions that can be asked
pertaining to texts (Question-Answer Relationship (QAR), n.d.). The four types of questions and their
definitions are as follows:

Right There Questions: Questions that can be answered directly from the texts. In many
cases, the words used in the questions are also found in the text.

Think and Search: Questions that require the reader to search various parts of the text for
information that can be combined to successfully answer the questions.

Author and You: Questions that are based on content in the text, but also require the reader to
make connections to personal experience and prior knowledge. The student will need to read
the text to properly answer the questions, but will not find the answer directly in the text.

On My Own: Questions that require the student to access prior knowledge to answer the
question. Generally, the student would not need to read the text to answer the question.

To successfully implement this strategy in the classroom, it is essential that it is modeled by the
teacher. The teacher should first present the four different types of questions and provide clear
examples. It would be beneficial for the teacher to demonstrate the strategy in action by reading a
short passage and presenting predetermined questions after reading. The teacher should then
explain which category each question falls under and model how the each question should be
answered by using the text, prior knowledge or experience, or both. Only after adequate modeling
has occurred, the students can try reading a short passage and creating their own questions from
each category to consider while reading (Question-Answer Relationship (QAR), n.d.).

After students have had sufficient opportunities to practice the strategy, they are ready to implement it
in reflecting on their reading. In the classroom, this strategy can be done individually, in small groups,
or in pairs. The teacher will provide the students with a reading and some questions that will be
answered when reading has been completed. After students have read the text, they should place
the questions in the appropriate QAR categories according to how they relate to text. Then, students
can be provided with a new reading. Based on the content of the reading, students can develop their

13
own questions and place them in the appropriate categories according the the QAR framework.
Students can then answer their own questions to show comprehension. For 'Author and You' and
'On My Own' questions, students can write a detailed answer to explain their own experiences and tie
those experiences into what they learned from the next (CCSS Literacy writing standard 3).

In the video below, a class explores the QAR strategy. The teacher in the video works with her
students to better understand the different types of questions used in the strategy and the video
shows a few examples of questions that students have come up with (Johnson, 2013).
2) Summarizing
While summarizing might be one of the most basic post-reading comprehension strategies, there is
no denying its time-tested effectiveness. Studies have proven that this strategy increases students'
ability to understand what they are reading. However, there are some strategies within this strategy
that have been proven to work best. These summarizing strategies include clarifying what's important
, familiarizing students with multiple text structures, and reviewing essential terminology, among
others (Marzano, 2010).
Simply put, summarizing is taking all of the information obtain from a reading and breaking it down to
describe the essential elements. When readers successfully summarize, they capture the main idea
of a reading by finding key words and phrases that help them comprehend and retain the gist of the
content (Jones, 2012). Summaries can be presented as written narratives or essays, detailed graphic
organizers, or through classroom discussion. However they are presented, summaries are most
effective when students focus on main ideas and key details rather than trying to grasp the text in
whole. Below are two different ways that this strategy can be implemented in the classroom after
being modeled by the teacher.

The teacher begins by presenting students with their assigned reading and asking them to
read the text.

As students read, they should underline important phrases or ideas and circle important words.
They can also take short notes about what they have underlined or circled.

After the students have completed reading, they can write a paragraph to summarize the
material that they have underlined and circled (CCSS Literacy writing standard 1). The
information that they have underlined and circled should provide material necessary to
adequately summarize the main idea of the reading.

A second strategy for implementation, as described by Robert Jones (2012), is to have

students write a headline for a newspaper story.

The teacher begins this lesson by cutting the headlines off of newspaper articles and providing
each student with the body of the article.

14
 The students then read their articles and write a new headline for the article based on the
content in the article. This is a quick lesson that can help readers better learn to understand
the main ideas of their reading.

The video below provides an excellent description of the summarizing strategy and presents an
example for classroom implementation. This video is mainly guided toward high school class use, as
it describes how learning to summarize the main idea of a reading is essential to succeeding in
college and the work force (Smith, 2011).
3) Whip Around
Whip around is a reading strategy used after reading to survey whether or not the students
throughout the classroom comprehended their reading. It allows teachers to quickly ascertain if
understanding occurred throughout the class and whether or not the reading might need to be
reviewed (PLB Blogger, n.d.).
In the whip around strategy, the teacher begins by asking an open ended question about the reading
to cause students to think critically about what they have just read. The students can then take a
moment to ponder their answer and write it out in their notebook or on a sheet of paper (CCSS
Literacy writing standard 1), focusing on their thoughts about the reading and the information that
they have retained. After the students have written their responses, the teacher asks students to
orally summarize their responses one at a time and in order. A few students can be selected or
volunteer to share their responses or the discussion can 'whip around' to each student so that
everyone has a chance to share (Harmin & Toth, n.d.).
When using the whip around strategy with the whole class, students can also be given the option to
pass in sharing their thoughts. While adding this element might seem counter-productive at first, it
eventually encourages students to actively participate in the discussion.
The poll method can also be used when implementing this strategy. In the poll method, the teacher
randomly selects a few students from the class to share their thoughts and what they have learned
about the reading. The teacher can then ask other students in the class if they have anything to add
to what has already been stated.
Finally, the up and down method is another way to implement the whip around strategy. After
students have read and written down their response to the teacher's open ended question, they stand
next to their desks or chairs. The teacher then randomly calls on a student to share thoughts about
the reading. That student then sits down. If another student had the same answer, that student also
sits down. The teacher continues to select students to share their thoughts until the entire class is
seated.

The video below provides a thorough explanation of the three different whip around methods that are
described above. As the video states, these three methods encourage class participation and
provides the teacher with a valuable opportunity to measure the pulse of class comprehension
(TeachLikeThis, 2013).

4) Think-Pair-Share
Think-Pair-Share is a strategy in which students read an assigned text, take time to think about what
they have read, discuss their thoughts and understanding about the reading with a partner, and then
share what they have learned with the class. Studies have confirmed that this strategy is effective in
increasing reading comprehension levels, as it causes to think critically about what they have read so
that they can engage in meaningful conversations about their reading with a partner (Carss, 2007).
This strategy is effective in increasing reading comprehension because it provides students with
adequate opportunities to formulate their own thoughts about their reading and test them out in a non-
15
threatening environment (Douglas, n.d.).
When implementing this strategy in the classroom, it helps to break reading into shorter sections and
have pairs discuss each short section before moving on to the next. Reading can be done silently
and independently, in pairs, or aloud as a whole class. The teacher can direct the students' thinking
by encouraging them to focus on certain concepts or themes, or by asking guide questions that they
would like students to answer.
To add a writing element into a lesson using the think-pair-share strategy, students can be provided
with ample time to independently ponder their ideas about the reading and then write a short
summary of what they have learned (CCSS Literacy writing standard 2). After students have written
their summaries, they can be paired with a partner to share what they have written. The two can then
work together to identify the main ideas that are common in their thoughts and can present those
main ideas to the class.

The video below describes the Think-Pair-Share strategy, explains how it can used after reading to
guide student thinking about their reading, and discusses how the strategy enhances learning by
turning students from passive learners into active learners who take a greater responsibility and
interest in comprehending their reading (principiacollege, 2011).

5) Exit Slips
Exit slips can be used by teachers to gather information about students' levels of comprehension after
reading has occurred. Exit slips are short summaries, written by students, to share information and
personal thoughts about what that they have read (CCSS Literacy writing strategy 1). These
summaries are written on note cards or small slips of paper and are handed to the teacher after the
lesson or class period so that the teacher can check for understanding. The teacher can ask
questions to guide student responses or the students can simply share whatever comes to mind
(Adler, 2012).
Before students can properly incorporate this strategy, the need to understand the importance of
thinking critically about the content in the reading. Therefore, it is best if teachers model this strategy
before implementing it into the classroom (Comprehension Strategy, n.d.).
Below are two ways to successfully implement this strategy into the classroom:

After students have read the assigned text, provide them each with a 3x5 note card. On one
side of the note card, students should write something that they learned from the passage. On
the other side, they should write one question that they would still like to have answered. At
the end of the lesson or class period, the students should turn their cards in to the teacher.
Later in the lesson or in the next class period, the teacher can select a few of the cards to use
in classroom discussion about what was retained from the reading and the class can further
explore some of the questions that were asked on the cards.

For students in the upper elementary, middle school, and high school grades, the cards can be
used to start an essay. In this activity, the teacher can ask a guide questions that he or she
would like the students to consider pertaining to information from the reading. The students
then write a brief answer on their card and turns them in to the teacher. The teacher looks
them over for understanding, makes any corrections that will help the students be successful in
their writing, and hands them back to the students. Then, students take the main ideas
presented on their cards and write an essay to further explore these ideas.

16
In the video below, the exit slip strategy is used in a science lesson. The teacher poses the question,
"What was the most interesting thing you read about today and why?" Students are then expected to
answer that question in their own words, causing them to think critically about the topics at hand
(Behrmann, 2012).

17