Reading Strategies by J. Pierre

According to Robertson (2009), students' maximum level of reading comprehension is determined by their knowledge of words. Without a strong foundation of academic vocabulary, ELLs will not be able to access the material they need to succeed. When approaching a literacy lesson or any forms of reading with L2 students, teachers should use different reading strategies to help ELLs develop their comprehension as well as their vocabulary. Using reading strategies in class will allow students to learn these strategies and use them in the long-run when they are approaching a reading passage on their own.

Definition:

Reading strategies are activities used by teachers to help students, in particular ELLs, with their reading passages.

Why is it important?

Reading strategies are important because they help students understand what they are reading while learning new vocabulary words.

Reading strategies help ELLs

• develop key ideas about the world
• study language vocabulary and grammar in context
• develop awareness of meaning beyond the literal one (Meadows, 2013, slide 5).

Reading strategies help students create links between reading, speaking, listening and writing; skills needed to succeed academically and to obtain the academic English which differs from the social English. It increases their fluency in the target language in addition to teaching them how to become independent and active readers.

Reading Strategies

Colorado (2007), offers several suggestions for reading strategies that can be used when approaching a text with ESL students. Each reading strategy has its own purpose. By practicing these strategies and modeling the activities for the students, they can learn how to approach reading passages on their own by using the strategy/activity that is most beneficial for them.

1. Pre-reading, during reading and post reading activities can be used to promote reading comprehension.
• Pre-reading activities are aimed to build background knowledge, motivate the reader, and set the purpose;
• During-reading activities are aimed to monitor students’ comprehension while engaging their background knowledge to understand the reading (Peregoy & Boyle, 2013, p. 386).
2. Jigsaw activities (introduced in EDUC 6654)
• break down large amounts of text and allow students to work in group in order to exchange opinions on the text
• can be done with students on the same level or students in different levels - trying both is recommended. It strengthens students' understanding by listening to their peers discuss the topic or by explaining the topic to their peers. This activity also allows them to practice speaking which is a skill linked to reading and necessary in an ESL classroom.
3. Graphic organizers (introduced in EDUC 6654)

• provide a visual aid to students so they can understand the reading passage. As Hayne (2004) stated, "graphic organizers make content area information more accessible to second language learners. They convert complex information into manageable chunks.
• Examples of graphic organizers include: a KWL chart, a Venn diagram, a story map. Each example can be used for a particular reading passage. To be more effective, students should be placed in small groups. Differentiation based on students' English level can be included when using graphic organizers.

Example:

In this video, viewers get an inside view of Michelle Biggar, a high school ESL teacher. In this particular section, Biggear shares with us different pre-reading activities that teachers can use to prepare students prior to reading a passage.

Reference

Colorado, C. (2007). Reading Comprehension Strategies for English Language Learners. Retrieved

from: http://www.colorincolorado.org/educators/content/comprehension/

Hayne, J. (2004). Graphic organizers for content instruction. Retrieved from: http://

            www.everythingesl.net/inservices/graphic_organizers.php

Meadows, B. (2013). The role of literature in L2 literacy development [PDF document]. Retrieved

from: https://webcampus.fdu.edu/bbcswebdav/pid-1486868-dt-content-rid-2044238_2/courses/122059/EDUC6654_LiteratureInstruction_Powerpoint.pdf

Peregoy, S. F. and Boyle, O. F. (2013). Reading, writing, and learning in ESL: A resource book

for teaching K-12 English learners (6th ed.). Boston, MA: Pearson

Robertson, K. (2009). Reading 101 for English Language Learners. Retrieved from:

http://www.colorincolorado.org/article/33830/