Reading Strategies


Activities to be modelled by L.S.T./Resource teacher in the teaching of appropriate reading strategies to aid word identification.

Strategy Teacher Talk to Facilitate Strategy
Meaning: Using Semantic Cues
  • Are you thinking about what’s happening in the story while you’re reading?
  • You said_______. Does that make sense?
  • Where can you look?
Syntax: Using Syntactic Cues
  • You said_____. Does that sound right?
  • Do we say it that way?
Graphophonic: Using Sound-Symbol Cues
  • What letter(s) would you expect to see at the beginning/end of the word?
  • Do we say it /sound it that way?
  • Maybe try the long and or short sound of the vowel.
  • What does this group of letters say/ (Teacher points to common letter string in word.)
  • “I like the way you fixed that”
  • “You made a mistake. Can you fix it.”
ie checking one cue system against another
  • It could be _____ but look at ___.(eg it could be “back” but look at the “bl”)
  • Check it. See what you read looks right or looks right and makes sense or sounds right and makes sense.
  • Could it be _____? Teacher inserts two possible words thst need to be confirmed using meaning and structure first. Then graphophonics.
Searching. This is integrating all cue systems
  • “There is something wrong. Can you find it?”
  • “How did you know there was something wrong?”
  • “Where else can you look?”
Self-monitoring is the pupil’s ability to monitor his/her own reading and knowing when something is wrong. ie doesn’t make sense or doesn’t sound right.
  • “Why did you stop/” (when pupil hesitates)
  • “What did you notice?”
  • “I like the way you did that, but can you find the hard part?”
  • “Are you right now?” (after correct or incorrect words) How did you know?
  • “Try that again”
Stopping at a new or difficult word.
This strategy allows the pupil to problem solve.
  • “What could you try?
  • “Do you know a word that starts like that?”
  • “Is there a part of the word that can help you?”
  • “What are you going to do?”
  • “Go back and reread and think about the story and think about a word that might fit into the sentence.” Say the word and then check the problem word to see if it could be the word you’re thinking about.