Ways to support Academic Reading

Each approach to teaching reading values different aspects of literacy.  The phonics-based “Bottom-Up” programs, the Whole language “Top-Down” approach and Critical or Social approach to reading all differ in their philosophies.  Rather than looking at a one-sized fits all, the best approach is to use these methods together, like a jigsaw puzzle, to teach reading and all of its complexities. Activities that are most valuable within this mindset of the “jigsaw puzzle”, are activities that:

·      Support learners in gaining meaning from the particular text they are reading. 

·      Model generic reading strategies that help learners read subsequent texts. 

Reading tasks consist of three types: Before reading, during reading, and after-reading activities.

Before reading activities give students an opportunity to find out what the text is about before they read it. These activities prepare learners for conceptual difficulties and also activate their prior knowledge. Here are a few:

·      Predict using pictures, diagrams, other visuals, title, first sentence, or key words

·      Students write personal narratives about a similar topic

·      Create a semantic web of what you elicit from students

·      Write down 3 or 4 questions students think the text might answer

·      Sequence illustrations (if using an illustrated text)

·      Produce a skeleton text-one that has key pieces of information missing, but can be presumed based on the information left (such as the conclusion paragraph etc.)

·      Preview the text

The more time is spent in prereading activities, the better chance EL learners will have at comprehending the text.

 

During reading activities – aim to make explicit the unconscious processes and practices that fluent readers use, including understanding that reading is about by making meaning and constantly interacting with the text. Here are some during reading activities:

·      Scanning for information- teach students to skim how text is organized to see what information it contains.

·      Pause and predict- predict what will come next

·      Margin questions (questions presented in the margin)- use to teach to look for clues to what the text is about.

·      Scaffolding a detailed reading- provides explicit support on how to read a complex text. First, identify a sentence. Paraphrase the meaning using language the student will understand. Next, ask the student to locate and read the words in the text that represent the meaning of the paraphrase and underline them. (This can be used later to take notes). Last, elaborate on the meaning of the wording (expand on students responses). Discuss any significant phrases or words.

·      Identifying Paragraph Parts – Students learn to recognize parts of a paragraph (topic sentence, supporting and detail sentences, and conclusion). Different colored highlighters or pens are useful for this.

·      Reading Critically- recognizing how language works to create a particular view of reality.

·      Questioning the text- encourages students to take a critical perspective towards the text by asking questions such as “Whose perspective is represented in this text?”

·      Language Analysis – examine language “close-up” through the use of scaffolded questons.

 

After Reading Activities – serve these purposes: 1) focus on learners’ attention more deeply on the information from the text. 2) Use the language of the text as a model for further language study. 3) Allow for a creative or critical response to what has been read.

 

The following activities aim to help students focus more deeply on what they read:

·      True/false statements

·      Graphic Outlines- represent text as a graphic outline (such as timelines, diagrams, grids, cause and effect sequences etc.)

·      Summarizing the Text

·      Cloze Activities

·      Sentence Reconstruction- Cut up several sentences of the text into individual words and have students reassemble them. Give oral clues when they are doing this without saying the word, such as “find the words that mean ‘it is very dark’.

·      Jumbled Words – Cut up the letters to key words and have students reassemble them.

·      Innovating on the Text – Rewrite the text with a different content, but maintain the key structures of the text.

·      Cartoon or Cartoon Strips – Students turn text into a cartoon strip.

·      Readers Theatre – Students choose the dialogue of one character to read, while the other takes on the role of the narrator. This provides real purposes for reading aloud and is a good context for pronunciation and performance speaking skills.

 

Gibbons gives us many great ideas to incorporate in order to make reading successful for students! I hope this helps you as much as it did me!