Reading Strategies for ESL/EFL Students
Learning to read a new language is very difficult. It takes time and effort. English as a Second
Language (ESL) students can improve reading comprehension by utilizing these tips:
English-Foreign Language Dictionaries
One of the easiest ways to learn new vocabulary words is to use a dictionary. However, new
words are best understood within the context of sentences, and it takes a lot of time to look up
new words. Create a list of new words and look them up when you're not reading paragraphs.
Context Clues
New vocabulary can be learned by identifying contextual clues. Look for these clues while
reading:

Type of Word: Verbs, nouns, adverbs, and adjectives can be identified through these
clues:
1. Articles (the, an, or a) are typically placed before nouns
2. Adjectives (words that describe nouns), such as large, yellow, and angry, are
placed immediately before nouns
3. Sentences usually begin with nouns, and nouns follow prepositions (at, to,
before, during, in, etc.)
4. Verbs typically end with ing or ed suffixes
5. Adjectives frequently end with est, er, ous, and able suffixes
6. Adverbs describe verbs and typically end with ly suffixes

Surrounding Words: Words surrounding unfamiliar terms provide indications about
meaning.
1. Nouns typically provide insights into verbs. For example: The coach used a
whiteboard to teach his players.
2. Verbs typically offer clues about a noun's meaning. For example: The students
ran around the track.
3. Verbs and nouns also provide insights into other words within the sentence. For
example: John documented the company's meeting minutes in his notebook.

Verb Tense: Indicates whether an event:
1. Is currently taking place
2. Occurred in the past
3. Will take place in the future

Singular and Plural: Indicates whether a noun refers to single or multiple
entities
Paired Storytelling Strategy
Word-for-word translation is an ineffective way to learn foreign languages. Many ESL
students have benefitted greatly by using the paired storytelling strategy, a method where
writing and reading skills are developed by working in groups.
The Paired Storytelling Strategy is comprised of these 5 learning strategies:
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Cultural background is incorporated into reading comprehension exercises
ESL students are taught in similar ways as native English speakers
Reading and writing skills are learned simultaneously
Teachers avoid using discouraging teaching methods
ESL students are encouraged to communicate in English
This method offers numerous advantages. ESL students enjoy the opportunity to practice
English individually with other students in non-threatening settings, and since students
work in groups, they encourage their peers. Additionally, confidence increases since
students are not placed in intimidating situations. Likewise, since students are required to
practice speaking, they simultaneously improve writing and readings skills. Students
learning through the Paired Storytelling Strategy also learn new vocabulary within the
context of paragraphs. This is one of the best advantages of using this method.
ESL teachers use the Paired Storytelling Strategy as follows:
1. Organize Groups
o
Separate the class into groups
2. Introduce Concepts
o
Introduce reading assignments by writing new concepts to learn on the
whiteboard
3. Brainstorm Ideas
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o
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Assist students while they brainstorm ideas. Teachers typically get students to
think about how personal experiences related to concepts
Teachers help students feel at ease during this phase by making it clear that wrong
answers do not exist. Rather, they encourage students to apply what they've
already learned to new concepts
Teachers require students to brainstorm to assess whether they're sufficiently
prepared to learn new concepts. When appropriate, teachers provide additional
instruction.
4. Pass out the Assignment
o
Teachers separate assignments into two sections. Students work in pairs, and each
one is provided with a section
5. Read and Summarize Main Points
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Students are required to jot down the main points from their assigned sections.
Teachers typically provide readings with just a few points to avoid confusion
6. Switch Lists
o
Teachers require students to switch sections and their lists of key concepts with
other students. Students are then instructed to review the list compiled by their
partners. When students are unfamiliar with concepts on an exchanged list, the
teacher creates a sentence with the concept.
7. Write a Short Story
o
Students are required to write a short story using concepts from both lists. The
students who reviewed the first list predicts what occurs during the beginning of
the story, while the second predicts what occurs during the end of the second
story.
8. Read Both Stories
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Each student is then required to read aloud what they predicted. Teachers also call
on students to read their stories to the class. Teachers remind students not to
ridicule other students.
9. Compare Each Students' Story
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Students now compare their stories to the stories of their classmates.
10. Discussion
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In pairs and with the class, students discuss what they learned. This enables them
to familiarize new concepts and learn from the insights of other class members.
Teachers typically take a few minutes to observe the conversations of both
students.
11. Assessment
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Teachers typically test what their students learned during this phase. Each student
is evaluated separately.