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Teaching Reading Strategy

The document discusses seven strategies for teaching reading comprehension: monitoring comprehension, recognizing story structure, question answer relationships, generating questions, using graphic and semantic organizers, summarizing strategies, and memorizing strategies. These strategies are aimed to help students improve their reading ability and comprehension.

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23 views

Teaching Reading Strategy

The document discusses seven strategies for teaching reading comprehension: monitoring comprehension, recognizing story structure, question answer relationships, generating questions, using graphic and semantic organizers, summarizing strategies, and memorizing strategies. These strategies are aimed to help students improve their reading ability and comprehension.

Uploaded by

Muzlifatul
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching Reading Strategy

There are some strategies in teaching reading comprehension


according to Vacca ( as cited Hudri & Naim, 2017).
1. Monitoring Comprehension
to do monitoring comprehension teachers instruct the students to: a)
be aware of what they do understand. b) Identify what they do not understand.
c) Use appropriate strategies to resolve problems in comprehension. This
strategy can help the teacher to know where the paragraph or word that less
understand by the students when the students are reading text and can help the
students ability to monitoring their reading comprehension.
2. Recognizing Story Structure
Students learn to identify the categories of content (characters, setting, events,
problem, and resolution). Often, students learn to recognize story structure
through the use of story maps. Instruction in story structure improves students'
comprehension.
3. Question Answer Relationship (QAR) Vacca explains that the teacher helps
students become aware of likely sources ofinformation as they respond to
question (1999).A reader draws on two broad information sources to answer
question; information in the text and information inside the reader’s head. The
procedureQAR can be taught directly to students by reading teachers and can
bereinforced by content area specialists. The Question-Answer Relationship
strategy (QAR) encourages students tolearn how to answer questions better.
Students are asked to indicate whetherthe information they used to answer
questions about the text was textuallyexplicit information (information that
was directly stated in the text), textuallyimplicit information (information that
was implied in the text), or informationentirely from the student's own
background knowledge. There are four different types of question
a. Right There
Questions found right in the text that ask students to find the one
rightanswer located in one place as a word or a sentence in the
passage.Example: Question: Who is Frog's friend? Answer: Toad
b. Think and Search
Questions based on the recall of facts that can be found directly in the
text.Answers are typically found in more than one place, thus requiring
students to"think" and "search" through the passage to find the
answer.Example: Question: Why was Frog sad? Answer: His friend
was leaving.
c. Author and You
Questions require students to use what they already know, with what
theyhave learned from reading the text. Example: Question: How do
think Frog felt when he found Toad? Answer: I think thatFrog felt
happy because he had not seen Toad in a long time. I feel happywhen I
get to see my friend who lives far away.
d. On Your Own
Questions are answered based on students’ prior knowledge
andexperiences. Reading the text may not be helpful to them when
answering thistype of question. Example: Question: How would you
feel if your best friend movedaway? Answer: I would feel very sad if
my best friend moved away because Iwould miss her.
4. Generating Questions
By generating questions, students become aware of whether they
cananswer the questions and if they understand what they are reading.
Students learn to ask the selves questions that require them to combine
informationfrom different segments of text. For example, students can be
taught to askmain idea questions that relate to important information in
atextLarson (1989) ( as cited Hudri & Naim, 2017)
5. Graphic and Semantic Organizers
Graphic organizers illustrate concepts and relationships between conceptsin a
text or using diagrams. Graphic organizers are known by different names,such
as maps, webs, graphs, charts, frames, or clusters. Graphic organizers can help
students focus on a) text structure "differences between fiction and nonfiction"
as they read. b)Provide students with tools they can use to examine and show
relationships in a text. c) Help students to write well-organized summaries of a
text.
6. Summarizing Strategies
Summarizing requires students to determine what is important in
whatthey are reading and to put it into their own words. Instruction in
summarizinghelps students: a) Identify or generate main ideas b) Connect the
main orcentral ideas c) Eliminate unnecessary information d) Remember what
theyread.
7. Memorizing Strategies
By memorizing, students are encouraged to study more and it can
improvetheir English ability. La Garanderie (as cited Hudri & Naim, 2017)
state that memorization open the future to the learning up. 8. Game Game
usually used by English teacher when the students feel bored about
thematerial, as we all know in the class some students not interest with English
studywhat else in the last study most of them donot like learning process. So
the English teacher have to has game for their students in teaching reading, the
teacher can usesome games to increase their students motivate.

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