Comprehension Strategies
Transactional Strategy (TSI) -
☑️procedure that involves teaching students to construct meaning as they read by
emulating good readers' use of comprehension strategies.
is a instructional process for teaching students to use multiple comprehension techniques in flexible
grouping when students are reading/comprehending a text.
Teachers teach students reading strategies and then slowly fade out in hopes that the students will
continue with these strategies without the help of a teacher.
TSI Goals -
☑️(1) set goals and plan for reading,
(2) use background knowledge and text cues to construct meaning during reading,
(3) monitor comprehension,
(4) solve problems encountered during reading, and
(5) evaluate progress.
TSI Reading Strategies -
☑️-predicting based on prior-knowledge activation,
-generating and asking questions,
-clarifying,
-visualizing,
-relating background knowledge to text content, and
-summarizing.
TSI Instruction -
☑️instruction occurs in small-group settings with the strategies used to coordinate
dialogue about a text as students read aloud. In their groups, students are encouraged to relate a text
to their background knowledge, to summarize text, to describe any mental images they make during
reading, and to predict what might happen next in the text. As students read aloud, they engage in
and exchange individual interpretations of and responses to the reading.
SQ3R -
☑️This is a technique that makes it possible and feasible to learn the content even large
amounts of text. Survey,Question, Read, Recite, Review.
SQ3R -
☑️When reading a textbook or article, try this strategy:
(S)urvey the assigned reading by first skimming through it;
then formulate (Q)uestions by turning all chapter headings and subheadings into questions to
answer as you read;
next (R)ead the assigned section and try to answer those questions you formulated;
now (R)ecite the information by turning away from the text as soon as you've finished reading the
assigned section and reiterate it in your own words;
finally, (R)eview what you read by going back to your questions, the chapter headings, and asking
yourself what they are all referring to, what they mean.
1
, Think-Pair-Share -
☑️is a collaborative learning strategy in which students work together to solve a problem
or answer a question about an assigned reading. This technique requires students to (1) think
individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing
an answer with a partner serves to maximize participation, focus attention and engage students in
comprehending the reading material.
T-P-S -
☑️It helps students to think individually about a topic or answer to a question.
It teaches students to share ideas with classmates and builds oral communication skills.
It helps focus attention and engage students in comprehending the reading material.
Jigsaw -
☑️is a cooperative learning strategy that enables each student of a "home" group to
specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals,
another group studies predators of rainforest animals). Students meet with members from other
groups who are assigned the same aspect, and after mastering the material, return to the "home"
group and teach the material to their group members. With this strategy, each student in the "home"
group serves as a piece of the topic's puzzle and when they work together as a whole, they create
the complete jigsaw puzzle.
Why use jigsaw? -
☑️It helps build comprehension.
It encourages cooperative learning among students.
It helps improve listening, communication, and problem-solving skills.
Inquiry Chart (I-Chart) -
☑️is a strategy that enables students to gather information about a topic from several
sources. Teachers design the I-chart around several questions about a topic. Students read or listen
to several sources on the topic and record answers to the posed questions within the I-chart.
Students generate a summary in the final row. Different answers from various perspectives can be
explored as a class.
Why use a I Chart? -
☑️It fosters critical thinking and strengthens reading skills.
It teaches younger students to generate meaningful questions about a topic and learn to organize
their writing.
Students build upon prior knowledge or thoughts about the topic by sharing interesting facts.
It can serve as an evaluation tool for how much a student has learned about a topic.
Concept Sort -
☑️a vocabulary and comprehension strategy used to familiarize students with the
vocabulary of a new topic or book. Teachers provide students with a list of terms or concepts from
reading material. Students place words into different categories based on each word's meaning.
Categories can be defined by the teacher or by the students. When used before reading, concept
sorts provide an opportunity for a teacher to see what his or her students already know about the
given content. When used after reading, teachers can assess their students' understanding of the
concepts presented.
2
Transactional Strategy (TSI) -
☑️procedure that involves teaching students to construct meaning as they read by
emulating good readers' use of comprehension strategies.
is a instructional process for teaching students to use multiple comprehension techniques in flexible
grouping when students are reading/comprehending a text.
Teachers teach students reading strategies and then slowly fade out in hopes that the students will
continue with these strategies without the help of a teacher.
TSI Goals -
☑️(1) set goals and plan for reading,
(2) use background knowledge and text cues to construct meaning during reading,
(3) monitor comprehension,
(4) solve problems encountered during reading, and
(5) evaluate progress.
TSI Reading Strategies -
☑️-predicting based on prior-knowledge activation,
-generating and asking questions,
-clarifying,
-visualizing,
-relating background knowledge to text content, and
-summarizing.
TSI Instruction -
☑️instruction occurs in small-group settings with the strategies used to coordinate
dialogue about a text as students read aloud. In their groups, students are encouraged to relate a text
to their background knowledge, to summarize text, to describe any mental images they make during
reading, and to predict what might happen next in the text. As students read aloud, they engage in
and exchange individual interpretations of and responses to the reading.
SQ3R -
☑️This is a technique that makes it possible and feasible to learn the content even large
amounts of text. Survey,Question, Read, Recite, Review.
SQ3R -
☑️When reading a textbook or article, try this strategy:
(S)urvey the assigned reading by first skimming through it;
then formulate (Q)uestions by turning all chapter headings and subheadings into questions to
answer as you read;
next (R)ead the assigned section and try to answer those questions you formulated;
now (R)ecite the information by turning away from the text as soon as you've finished reading the
assigned section and reiterate it in your own words;
finally, (R)eview what you read by going back to your questions, the chapter headings, and asking
yourself what they are all referring to, what they mean.
1
, Think-Pair-Share -
☑️is a collaborative learning strategy in which students work together to solve a problem
or answer a question about an assigned reading. This technique requires students to (1) think
individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing
an answer with a partner serves to maximize participation, focus attention and engage students in
comprehending the reading material.
T-P-S -
☑️It helps students to think individually about a topic or answer to a question.
It teaches students to share ideas with classmates and builds oral communication skills.
It helps focus attention and engage students in comprehending the reading material.
Jigsaw -
☑️is a cooperative learning strategy that enables each student of a "home" group to
specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals,
another group studies predators of rainforest animals). Students meet with members from other
groups who are assigned the same aspect, and after mastering the material, return to the "home"
group and teach the material to their group members. With this strategy, each student in the "home"
group serves as a piece of the topic's puzzle and when they work together as a whole, they create
the complete jigsaw puzzle.
Why use jigsaw? -
☑️It helps build comprehension.
It encourages cooperative learning among students.
It helps improve listening, communication, and problem-solving skills.
Inquiry Chart (I-Chart) -
☑️is a strategy that enables students to gather information about a topic from several
sources. Teachers design the I-chart around several questions about a topic. Students read or listen
to several sources on the topic and record answers to the posed questions within the I-chart.
Students generate a summary in the final row. Different answers from various perspectives can be
explored as a class.
Why use a I Chart? -
☑️It fosters critical thinking and strengthens reading skills.
It teaches younger students to generate meaningful questions about a topic and learn to organize
their writing.
Students build upon prior knowledge or thoughts about the topic by sharing interesting facts.
It can serve as an evaluation tool for how much a student has learned about a topic.
Concept Sort -
☑️a vocabulary and comprehension strategy used to familiarize students with the
vocabulary of a new topic or book. Teachers provide students with a list of terms or concepts from
reading material. Students place words into different categories based on each word's meaning.
Categories can be defined by the teacher or by the students. When used before reading, concept
sorts provide an opportunity for a teacher to see what his or her students already know about the
given content. When used after reading, teachers can assess their students' understanding of the
concepts presented.
2
