During-Reading Strategies

"Pulling the invisible process of comprehension out to the visible level" Kylene Beers
  • The approaches below help students focus on constructing meaning while they are reading text



Strategy: Say Something (pg. 105)
A strategy that interrupts a student's reading of text, in which students work in groups of two or three. Members of the group take turns reading portions of the text aloud. As they read, they occasionally pause to "say something" about what was read and reading partners can offer responses to what was said.
Note: This strategy is for students who don't think about the text or what they understand as they read text.
  • Predictions are made
  • Asking questions and finding ways to clarify a confusion
  • Making comments on events/what's happening in the text
  • Making connections and meaning from the text

Strategy: Rereading (pg. 110)

A strategy that shows how proficient readers pause, loop back to text, reread up to a point, reflect, rereading the text completely, and perhaps proceeding slowly through the text.
Note:To learn how to support dependent readers, see pg. 113 -Putting the Strategy to Work
  • Learning the value of rereading
  • #1 strategy independent readers use when something stumps them in a text and the last strategy dependent readers will us

Strategy: Think-Aloud (pg. 119)
A strategy that helps students think about how they make meaning of what they are reading. This metacognitive practice builds independence.
This strategy requires students to occasionally pause while reading text and begin thinking aloud about:
  • predictions (I bet...I wonder if...I think that...)
  • connections they are making
  • images that come to mind (picture the text)
  • problems they are encountering and ways to fix such problems
  • make comparisons
  • monitor their comprehension
This strategy is helpful for struggling readers since it offers them a way to think about their reading ad monitor what they do and do not understand.
As students use this strategy, they will:
  • comment on what they have read
  • question what is occurring in the text
  • (as well as the above bullets)
Strategy: Double-Entry Journals (pg.127)
A strategy that provides students with a way to take notes and respond to what they have read at the same time.