Improving Reading

Students use what they already know to make sense of what they are reading. Providing strategies to activate this prior knowledge is a powerful way to improve student reading comprehension.

1. BRAINSTORM WHAT THE STUDENTS ALREADY KNOW.

Ask the students to tell you what they already know and then write this information on the board.

It can be a really useful process for the students to then reorganize this information.

Students working in small groups can sort the information into lists, categories or text. Provide each group with a large poster size piece of paper and ask them to rearrange the information into an informative poster. Students can refresh or clarify their knowledge with dictionaries, atlases and encyclopedias. Personal accounts can be included in the form of speech balloon quotes or short stories pinned to the bottom. This should be a creative free flowing activity with the primary aim being the manipulation of the information.

2. FOCUS ON KEY ASPECTS OF THE SUBJECT.

Students look more closely at a familiar topic by focusing on single aspects or elements.

Students could:

think of 10 adjectives that could be used when discussing the subject,

describe a related or alternate setting,

describe an integral process,

list the people involved,

write a one day diary account,

write a packing or shopping list,

write a definition or explanation,

describe a personal experience,

list the positive and negatives.

give examples

or define the characteristics.

3. BUILD ON PRIOR KNOWLEDGE BY SEARCHING FOR MORE.

Students explore the familiar subject with the aim of finding one piece of information that is new. Library and internet research is perfect for this. Students that work quickly can help those that struggle. When everyone has discovered a new piece of information, these can be shared with the class.

The new information could also be used in a classroom display. Each student could write out their fact on a card or strip of paper and these could be placed on a noticeboard.

4. USE PRIOR KNOWLEDGE TO CREATE SOMETHING.

Students take what they already know to create something new.

Students could create a labeled diagram, write a short story, design a new model, write instructions or create a set of question and answer cards.

5. USE PRIOR KNOWLEDGE TO HYPOTHESIZE.

Students use what they already know to explain what might happen in a range of scenarios.

The teacher can simply ask questions that will open up discussion or write some on the board for the students to work on.

Here are some examples:

If your dog was not fed for two days, what would he do?

If it rained for 10 days, what effect would this have on you?

Imagine you can't read - write three benefits and three negatives about this situation.

Imagine you had no friends at school - how would this effect your day?

It makes sense to provide opportunities for your students to access and employ their prior knowledge before they read something complex or new. It is a simple and straight forward way to improve their reading comprehension ability.