8 Types of Reading

8/3/2019 8 Types of Reading

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• model different problem-solving approaches to science that may support students in their

own scientific investigations

• examine the colorful illustrations and photographs; they can tell a story beyond the words

on the page

Using a read aloud-think aloud

• When students are provided with models and explanations of the reasoning involved in

reading, they are better able to use the modeled strategies on their own.

• Typically a science-related read aloud focuses on a science concept, the author's craft or a

particular literary feature.

• Don't do everything with one read aloud; use a variety of opportunities to revisit a

particular focus and limit how much you focus on with any one book.

• Inspire questions and investigations by modeling curiosity and question-posing-- let the

students in on the 'secret' of how you, the teacher, construct questions.

• Explicitly share thinking processes-- thinking aloud is making thinking public. For

instance, "When I look at this picture of children playing in the wind, I think of the wind

near our school. It always seems strongest to me over near Ms. Foster's room." OR "I

wonder what the author means when she says ...." OR "Wait, this seems different than

what we read in book X. I wonder how to decide which author to believe."

• Improve comprehension of science text by modeling the use of reading strategies that are

most helpful for reading a particular type of literature.

• Use books about scientists and their work to inspire questions about scientific processes

or the importance of life events in choosing a career.

Selecting the read aloud

• Young children have difficulty separating fact from fiction, so carefully select books with

the most accurate information.

• Select an appropriate book based on a specific reading purpose: concept background,

exploring author's craft, introduction of key vocabulary, looking at science process or the

life of scientists, or some other clearly defined purpose.



• Choose a book or section of a book that lends itself to being read aloud that supports your

goal or purpose.

o Does the text flow?

o Is the topic engaging?

o Are there opportunities for stopping points to wonder aloud?

o Does the text inspire questions?

• Locate relevant artifacts, illustrations or other hands-on materials that might support the

text and foster student questions.

Planning the read aloud

• Think about the focus for your read aloud. Identify any key words or concepts to discuss

in context as you read the text. Mark "talking points" where you want to:

o stop and reflect or ask questions.

o support the target skill or purpose.

• Develop open-ended questions to stimulate students minds and imaginations.

• Use the questions to keep children involved in the book.

• Plan related activities to follow or precede the read aloud.

How do I read aloud effectively?

Creating the read aloud atmosphere

• Allow time for students to settle as you make yourself comfortable. Whether you are

sitting in a low chair or on the floor, be sure that each child can see the book. Remember,

you are creating a community of learners. If they have to elbow each other to see it will

defeat your efforts.

o Some teachers even "dress" for the occasion. Debra Bunn slips into a raincoat toread about sea monster tales.

o Other teachers create ritualized signals: "Here's the reading puppet" OR "Let's

settle in as we pass around the listening stick."

• As you read, move the book around (either while reading or after reading each page) so

that each student can see the illustrations. Most picture books depend on the illustrations



o Do not overdo the stopping points-- keep in mind your audience, time limits and

purpose for the reading and for the stopping. You do want to maintain a sense of

story as you read-- too many stopping points will lose that.

• At the end of the reading, wait a few moments to provide time to ask questions or make

comments. If you ask, "Wasn't that a good story?" students will answer in the affirmative

because they want to please you and that will end a major opportunity to generate

discussion. Instead, just ask open-ended questions to generate discussion like, "What did

you think of that book?" OR "How did the author ...?" Depending on the reading purpose,

you may want to comment, "This reminds me of ..." OR "Reading this made me

wonder...." After you model a thought, encourage students to share their wonderings and

discoveries.

• Discuss what students learned. Through discussion students can synthesize and extend

their understanding of the reading. They can connect their prior knowledge to the new

information presented in the reading. They can make intertextual connections to other

literature. This time for reflection is the key to making the reading an instructional

activity.

Choral reading

Choral reading is reading aloud in unison with a whole class or group of students. Choral reading

helps build students' fluency, self-confidence, and motivation. Because students are reading

aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud

have built-in support.

Why use choral reading?

• It can provide less skilled readers the opportunity to practice and receive support before

being required to read on their own.

• It provides a model for fluent reading as students listen.

• It helps improve the ability to read sight words



• Also helps develop fluency in reading.

How to use choral reading?

1. Choose a book or passage that works well for reading aloud as a group:o patterned or predictable

o not too long; and

o is at the independent reading level of most students

2. Provide each student a copy of the text so they may follow along. (Note: You may wish

to use an overhead projector or place students at a computer monitor with the text on the

screen)

3. Read the passage or story aloud and model fluent reading for the students.

4. Ask the students to use a marker or finger to follow along with the text as they read.

5. Reread the passage and have all students in the group read the story or passage aloud in

unison.

Differentiated instruction for second language learners, students of varying reading skill,

and for younger learners

Choral Reading

1. Unison

• Everyone reads the poem together

2. Two part arrangement

• One group speaks alternately with another

3. Soloist and chorus

• One child reads specific lines, rest join in on other lines

4. Alternate lines



• One pair of children reads lines, and then next pair reads next lines etc.

5. Echo reading

• One person (or teacher) reads a line and the group echoes back

6. One word at a time

• Each child in turn reads one word of the selection

7. Closure

• One person reads the poetry line while others chime in on the last word

8. Increasing/decreasing volume

9. Increasing/decreasing tempo

10. Effects

• Accompany choral reading with sound effects, music, movement, gesture, and clapping

rhythms

11. Divide into groups

• each group comes up with its own interpretation of the poem

• each group could also rearrange the order of the lines of the poem

12. Reader’s theatre

• read as part of reader’s theatre with one character or a group chiming in verse at intervals

• read poem as different characters or voices

13. Combine selections

• combine 2 poems (or songs) with one group reading a line or lines from one poem and the

other group alternating with the second poem

14. Round

• read in a round with each group starting and ending at different times



Paired Reading

Paired reading is a research-based fluency strategy used with readers who lack fluency. In this

strategy, students read aloud to each other. When using partners, more fluent readers can be

paired with less fluent readers, or children who read at the same level can be paired to reread a

story they have already read. Paired reading can be used with any book, taking turns reading by

sentence, paragraph, page or chapter.

Why use paired reading?

• It helps students work together.

• It encourages cooperation and supports peer-assisted learning.

When to use:Before readingDuring reading After reading

How to use: Individually With small groupsWhole class setting

How to use paired reading

How to pair students

Pair students either by same reading ability or by high level readers with low level readers. Use

the following steps to pair high-level readers with low-level readers:

• List the students in order from highest to lowest according to reading ability

• Divide the list in half

• Place the top student in the first list with the top student in the second list

• Continue until all students have been partnered

• Be sensitive to pairings of students with special needs, including learning or emotional

needs. Adjust pairings as necessary



• The reader from the first list should read first while the reader from the second list listens

and follows along

• The second reader should pick up where the first reader stops. If additional practice is

needed, the second reader can reread what the first reader read

• Encourage pairs to ask each other about what was read. "What was your page about?

What was your favorite part?"

Implementing the strategy

1. Introduce the students to the Paired Reading strategy. This includes:

o Establishing a routine for students to adopt so that they know the step-by-step

requirements for engaging in paired reading (i.e. Will they read out loud,

simultaneously? Will they take turns with each person reading a paragraph? a

page? Or will one person read while the other person listens?).

o Teaching students an error-correction procedure to use when supporting each

other's reading (i.e. re-reading misread words; signals for difficulty).

o Modeling the procedure to ensure that students understand how to use the

strategy.

2. Ask students to begin reading in pairs and adjust reading speed if reading simultaneously

so they stay together.

3. Have students offer feedback and praise frequently for correct reading.

4. Monitor and support students as they work.

Paired Reading - What are the Advantages?

•

Children are encouraged to pursue their own interests in reading material. They havemore enthusiasm from reading about their own favorite things, and so try harder. Paired

Reading gives them as much support as they need to read whatever book they choose.

• Children are more in control of what's going on - instead of having reading crammed into

them, they make decisions themselves in the light of their own purposes (e.g. about

choice of books, going on longer than 10 minutes, and going onto Reading Alone.)



• There is no failure - it is impossible not to get a word right within 5 seconds or so.

• Paired Reading is very flexible - the child decides how much support is necessary

according to the current level of interest, mood, degree of tiredness, amount of

confidence, difficulty of the books, and so on.

• The child gets lots of praise - its much nicer to be told when you're doing well , instead of

just being moaned at when you go wrong.

• There's lots of emphasis of understanding - getting the meaning out of the words - and

that's what reading is all about. Its no use being able to read the words out loud

mechanically without following the meaning.

• Paired Reading gives continuity - it eliminates stopping and starting to "break up" hard

words. Doing that often leaves children having forgotten the beginning of the sentence by

the time they get to the end. With Paired Reading it is easier for children to make sensible

guesses at new words, based on the meaning of the surrounding words.

• During Reading Together, a child can learn (by example) to read with expression and the

right pacing - e.g. by copying how the adult pauses at punctuation, or gives emphasis to

certain words.

• Children are given a perfect example of how to pronounce difficult words, instead of

being left to work it out themselves and then perhaps thinking their own half-right efforts

are actually 100% correct.

• When doing Paired Reading, children get a bit of their own their own peaceful, private

attention from their parents, which they might not otherwise have had. There is some

evidence that just giving children more attention can actually improve their reading.

• Paired Reading increases the amount of sheer practice at reading children get. Because

children are supported through books, they get through them faster. The number of books

read in a week goes up, the number of words children look at in a week goes up, and

more words stick in the child's memory.

• Paired Reading gives parents a clear, straightforward and enjoyable way of helping their

children - so no-one gets confused, worried or bad-tempered about reading.

• SO CHILDREN HAVE MORE INTEREST, CONFIDENCE AND UNDERSTANDING



Reciprocal teaching?

'Reciprocal teaching is a scaffold discussion technique that is built on four strategies that

good readers use to comprehend text: predicting, questioning, clarifying and summarizing'.

(Palincsar & Brown, 1984).

What is it? How does it work?

Background:

Students use a set of four comprehension strategies on a common text, in pairs or small groups.

In a related approach, ReQuest, the teacher leads the whole class in reciprocal questioning.

Overview:Reciprocal Reading was developed in the mid-1980s by reading researchers Ann Brown and

Ann-Marie Palincsar. Also called reciprocal teaching, it is a set of four strategies taught to

struggling readers, primarily to develop their comprehension monitoring abilities. In pairs or

small groups, participants sharing a common text take turns assuming the roles of teacher and

student. After explicit instruction from a knowledgeable teacher, students engage in the

following sequence:

Questioning A student assumes the role of "teacher" and reads aloud a segment of

a passage as group members follow along silently. The group

members then pose questions that focus on main ideas.

Summarizing The "teacher" answers and summarizes the content.

Clarifying The group discusses and clarifies remaining difficulties in

understanding.

Predicting The group then makes a prediction about future content. Next, a

second student takes on the role of teacher for a subsequent segment

of text.



Oczkus (2006) cites MacLaughlin and Allen’s (2002) example of the broad framework of eight

strategies that they feel is essential for teaching students to understand what they are reading:

1. Pre-viewing – activiating prior knowledge, predicting and setting a purpose.

2. Self-questioning - generating questions to guide reading.

3. Making connections – relating reading to self, text and world.

4. Visualising – creating mental pictures.

5. Knowing how words work – understanding words through strategic vocabulary development,

including the use of graphophonic, syntactic and semantic cueing systems.

6. Monitoring - asking whether text makes sense and clarifying by adapting strategic processes.

7. Summarising – synthesizing important ideas.’

8. Evaluating – making judgements.’

Characteristics of “good” readers, it has been found that there are several strategies to good

reading:

1. They use existing knowledge to make sense of new information

2. They ask questions about the text before, during and after reading.

3. They draw inferences from the text.

4. They monitor their comprehension.

5. They use “fix up” strategies when meaning breaks down.

6. They determine what is important.

7. They synthesize information to create new thinking.



What is Reciprocal Teaching?

Reciprocal teaching is a learning technique that focuses on the development of text

comprehension. The technique takes place in the form of dialogue between teachers and

students in regards to text. The dialogue focuses on a specific structure that is based on four

strategies: summarizing, questioning, clarifying, and predicting. The process promotes the

exchange of roles between the teacher and the student as a means of better reading

comprehension.

Each strategy has its own purpose within the process. With group discussion, either with

a teacher or without, students learn to focus on their means of understanding the text. For

instance, while in discussion, students begin to summarize, where they identify and absorb the

most important information in the text. To follow summarization students begin to generate

questions about the text, which continues the process of comprehension. The third strategy is

clarification, which above all has been found to be one of the most important of the strategies.

At this point students are learning to understand and identify comprehension impediments such

as unfamiliar vocabulary and concepts. This continuous thinking helps them stay alert and

promotes such actions as asking for help and rereading difficult passages. The last of the

strategies is predicting. At this time students begin to hypothesize what will come next in the

text. These hypothesis come from background knowledge which they already possess, this helps

them predict what they think will come next in the text.

JIGSAW READING

What is jigsaw reading?

Doing Jigsaw Reading is like playing with a jigsaw puzzle. Each student in a group is given part

of the story to read. He has to read and comprehend it all by himself in order to report to other

members of the group. After each member has reported the different parts of the story, the whole

group work together re-arranging the parts to recover the original story.

How to work with jigsaw reading texts?



We can use any coherent passage to create a jigsaw reading text. But it is more interesting if we

use short stories our students can read independently, i.e. without the help of the teacher or the

dictionary. We can divide the story up in between episodes. For example, having divided the

story into 4 parts, we make copies so that each student is only allowed to read 1/4 of the story.

To make the activity more exciting, we can turn it into a competition: Ask students to form

groups of four. Give each group Part 1 to Part 4 of the story. Tell them to read, to take notes it

necessary, and to report orally to the group after reading. The group that can reconstruct the story

back to its original is the winner.

What kind of jigsaw can we do in secondary classes?

In secondary classes, we can break up short stories into meaningful chunks each consisting of

several paragraphs. We can put the setting of the story as Part I, the first episode as Part II and so

on. For example, in a story by Bill Lowe in TWIST IN THE TALE, we can have Jane searching

for asparagus to prepare dinner for Jack as Part I; Jack being away in Manila as Part II, the voice

from the telephone saying he will never come back as Part III, and Jane being heartbroken as

Part IV. As there is a twist in the tale, we can ask students to supply a surprise ending after they

have reconstructed the four parts of the story. It would be interesting to compare the students*

versions and that of the author*s : a wrongly connected telephone call for Jane.

What can we achieve in doing jigsaw reading?

We can give students a feeling of satisfaction --- the satisfaction gained at the completion of a

task. In the above examples, students read with a purpose : to transfer information to their friends

to reconstruct the story.

We can also check comprehension by asking a group to re-tell the story to the class. We can then

briefly analyse the text, e.g. quote connectives, cohesion markers, or flow of ideas to illustrate

why Part II should follow Part I. We can throw in a bit of story grammar : the setting, the theme,



Intensive Reading

Intensive Reading (IR) occurs when the learner is focused on the language rather than the text.

For example, the learner may be answering comprehension questions, learning new

vocabulary, studying the grammar and expressions in the text, translating the passage

(sometimes called 'careful reading'), or other tasks that involve the student in looking

intensively (inside) the text. Most often all the students read the same short text that the teacher

decided.

Intensive reading is a kind of reading in which readers besides linguistic knowledge should

understand semantic details and pay close attention to the text, because, the aim is to obtain

certain information. It provides a basis for explaining difficulties of structure and for extending

knowledge of vocabulary and idioms. In this type of reading complicated materials are generally

used, and the rate of reading seems to be much lower than any other type of readings. Intensive

reading is for a high degree of comprehension and retention over a long period of time. The aim

is to arrive at an understanding, not only of what the text means, but of how the meaning is

produced. (Nuttall, 1998)

Guided Reading

What is Guided Reading?

Guided reading is a strategy that helps students become good readers. The teacher provides

support for small groups of readers as they learn to use various reading strategies (context clues,

letter and sound relationships, word structure, and so forth). Although guided reading has been

traditionally associated with primary grades it can be modified and used successfully in all grade

levels. For example, older students may need to learn new strategies to understand how to read

an information book in a way that is going to give them access to the information they are

seeking.

http://www1.harenet.ne.jp/~waring/er/er_faq.htm

http://www1.harenet.ne.jp/~waring/er/er_faq.htm



7. What do all the other students do during the guided reading lesson? When you teach

guided reading you are busy observing and instructing a small group of students. The

other students in your class must be kept engage in a literacy activity while you are with

your GR group. To ensure success of guided reading, be prepared to invest time upfront

teaching your students the procedures you would like them to follow while you are busy

with the GR groups. Once you are certain that the students can follow the procedures

THEN focus on actually teaching guided reading.

o View a list of possible literacy centers you can use to engage your "other"

students in while you spend your time with a GR group.

How can I adapt it?

There are many ways to adapt guided reading to meet the needs of specific learners. Leveled

reading materials, personalized spelling lists, multilevel literacy centers, and opportunities for

independent projects all contribute to making the program fairly adaptable.

• Tips for adapting:

o select one grade-level text and one easier than grade level to read each week so

that your weaker students have the opportunity to read with greater ease &

confidenceo consider alternative grouping (interest, social, ability)

o encourage rereading of selections to increase fluency each time selection is read

o use reading partners, parent volunteers, and care partners to support the struggling

readers and challenge the strong readers

o encourage reading time to provide more practice time

o establish a parent volunteer reading program (study buddy)

http://olc.spsd.sk.ca/de/pd/instr/strats/guided/others.html

http://olc.spsd.sk.ca/de/pd/instr/strats/guided/others.html#centers

http://olc.spsd.sk.ca/de/pd/instr/strats/guided/others.html

http://olc.spsd.sk.ca/de/pd/instr/strats/guided/others.html#centers

8 Types of Reading

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