Fact: Reading is a complex skill that takes years to develop and a lifetime to master.
Students need to understanding this, as understanding how to read from the context of a twelve year old – when short stories are part of the staple diet – is very different to reading as an adult when you are faced with legal or financial documentation.
Reading strategies are a massive rabbit hole and there are many ways to teach these skills.
In this section, I have offered a brief outline of a number of reading strategies and how you might implement in the classroom. It is by no mean an all inclusive index, but merely a gateway to a deeper implementation of reading strategies in your classroom. The following is just the tip of the proverbial iceberg for you to start investigating.
Bloom’s Taxonomy – this should be your lifeline to teaching. It outlines low-level thinking to high-level thinking skills
Inferring – is the process of concluding from evidence.
Visualising – is the process of understanding how the reader should visualise the text.
Determining Importance – is the process of locating the most important information in the text.
Making Connections – is the process of making connections between personal contexts/experiences, similar text and worldly events and issues in society.
Questioning – is the process of developing questions in response to the readers’ understanding of the text.