Discussion points while reading:
Prior Knowledge/Schema:
Elizabethtown Area
School District
What does the book remind you of?
What do you know about the book’s topic?
Questioning:
I wonder …
Do you understand what you read?
Visualizing:
Can you describe what you are picturing in
your head?
Ways to support your child:
Inferring/Predicting:
Set aside a time to read together.
Maybe it means…. because…
I think that…… because….
Summarize/Determining Importance:
What is important?
Tell beginning, middle, and end.
Synthesizing:
How does this new information fit with what
I already know?
What is my new idea after reading...
Monitor/Clarify:
Do I understanding what I read?
Let your child see you read.
Have many different forms of readingex. magazine, recipes, picture books,
comic books.
Designate a time and place for
homework.
Communicate with teacher.
Give lots of praise and help when
needed.
Use technology to support reading.
Visit your public library.
Reading Strategies
Prior Knowledge/Schema
Questioning
Making Connections
Visualizing
Inferring
Summarize/Determine Importance
Synthesizing
Monitor/Clarify
Predicting
etownschools.org
Reading Comprehension
By: Diane Henry Leipzig
Reading is a multifaceted process involving word recognition, comprehension, fluency,
and motivation. Learn how readers integrate these facets to make meaning from print.
Reading is making meaning from print. It requires that we:



Identify the words in print – a process called word recognition
Construct an understanding from them – a process called comprehension
Coordinate identifying words and making meaning so that reading is automatic
and accurate – an achievement called fluency
Prior Knowledge/Schema
Readers activate what they currently understand or
misunderstand about the topic and use this knowledge
before, during, and after reading to clarify misconceptions
and understand the text.
is literally stated.
Questioning
Summarizing/Determine Importance
Readers ask questions about the text and the author’s
intentions and seek
information to clarify and extend their thinking before,
during and after reading.
Synthesizing
Reading Strategies
Making Connections
Readers relate what they read to personal experiences
(text-to-self), to information from other text (text-totext), and to information about the world (text-to-world)
in order to enhance understanding of self, text, and life.
Visualizing
Readers create images in their minds that reflect or
represent the ideas in the text. These images may include
any of the five senses and serve to enhance understanding
of the text.
Inferring
Readers think about and search the text, and sometimes
use personal knowledge to construct meaning beyond what
Readers identify key elements and condense important information
into their own words during and after reading to solidify meaning.
Readers create original insights, perspectives and understandings by
reflecting on text(s) and merging elements from text and existing
schema.
Monitor/Clarify
Readers monitor their comprehension to know when they understand
what they read and when they do not. They have strategies to "fix"
problems in their understanding as the problems arise.
Predicting
Using prior knowledge and evidence in the text, readers make
predictions about what is going to happen next, or what ideas or
evidence the author will present to support an argument.