Reading Strategies

Public Schools of Robeson County

February 15, 2011

Auditory Learners

• Recall what they hear• Follow spoken instructions• Learn by listening and speaking• Learn to read best with:

• Phonics• Choral Reading• Listening to stories and recordings of books• Discussing stories and reading orally

Choral Reading• Arrangements:

    1.  Echo reading:  The leader reads each line, the group then repeats the line just read.

    2.  Leader and chorus reading:  The leader reads the main part of the poem, and the group reads the refrain or chorus in unison.

    3.  Small group reading:  The class divides into two or more groups and each group reads one part of the poem.

    4.  Cumulative reading:  One student or group reads the first line or stanza and then another student/group joins in as each line is

read.

 

Visual Learners

• Recall what they see• Follow written or drawn directions• Learn by observing• Learn to read best with:

• Sight methods—word recognition• Dissimilar words such as: love and hate• Silent reading• Words accompanied by pictures, slides or

videos

Interactive SummaryReport

Interactive SummaryReport

Tactile Learners

• Recall what they touch• Follow instructions they write or touch• Learn by touching or manipulating

objects• Learn to read best with:

• Writing/tracing methods• Playing games or reading instructions• Making something after completing the reading

Kinesthetic Learners

• Recall their experiences• Follow instructions that they perform

or rehearse• Learn by touching or manipulating

objects• Learn to read best with:

• Pantomiming—telling a story without words• Performing, acting in plays• Recording and reading instructions, then

build and do

Thematic Visualization

• This activity embraces all four (4) modalities: AVTK. It is motivational and enhances comprehension.– Complete reading assignment– Answer teacher made questions by drawing (no words)– Reassemble class, students will have 5 minutes to

silently share their pictures with at least 3 classmates (initial back of picture viewed)

– Put pictures away and students must describe one picture they viewed (artist speaks next—giving additional info)

– Pictures are taken out, sorted and taped to the wall in sequential order

– The visual map serves as a prewriting activity

Great Literacy Websites

• http://www.fcrr.org/• http://www.mswinston.com/fold.pdf• http://www.lpb.org/education/classroom/itv/litlearn/

• http://www.literacy.uconn.edu/spnhome.htm