COMPREHENSION STRATEGIES

READING COMPREHENSION STRATEGIES

Comprehension strategies can be categorized

and labeled in different ways. Heinemann
Library (2010), English Channel (2010), Duggan
and Payne (2009), Lamb and Johnson (2005),
and Schirmer (1994) outline some of the most
common. These are:
Skimming • It is used to quickly identify the main idea of the text.
• It is used when you want to see if an article may be of interest
in your research.
• It is used to quickly gather the most important information or
“gist”.
Scanning • It is used to find a particular piece of information.
• It is running your eyes over the text looking for the specific
piece or information you need.
• Scanning involves moving eyes quickly down the page seeking
specific words and phrases.
• Scanning is also used when you find a resource to determine
whether it will answer your question.
Extensive • It is used to obtain a general understanding of a subject and
Reading includes reading longer texts for pleasure, as well as business
books.
• It is used to improve your general knowledge of business
procedures.
Intensive • It is used on shorter texts in order to extract specific
Reading information. It includes very close accurate reading for detail.
• It is used to grasp the details of a specific situation. In this case,
it is important that you understand each word, number, or fact.
Visualizing • It is used to able to crate sensory images in the readers’ minds
so they will be more engaged with the content of the text and
will better understand what they read.
Monitoring • This means being aware of whether or not you understand
and Repairing what you read. Being able to stop and use strategies to clarify
Understanding what is confusing, whether it is due to unfamiliar vocabulary or
lack of background knowledge is important to achieving
comprehension.
Synthesizing • This involves evaluating, sorting, and sifting through
information that is known and new and reorganizing it into a
larger idea or concept.
Determining • This means learning to differentiate between the main or key
Important ideas in a text and information that is less essential, or that
Ideas serves as supporting details.
Inferring • It is drawing upon reader’s background knowledge and
connecting this new information.
• Inferring carries readers’ comprehension of the text to a new
level, encouraging them to create deeper understanding
between what is stated and what they know.
Using • This refers to the ability of readers to relate what they know to
Background what they read; they make connections with the text, foster
Knowledge their comprehension, and develop their knowledge as readers.
Questioning • The ability to generate questions that demonstrates that
students are synthesizing, evaluating, and attempting to clarify
what they read.
• This leads to greater understanding of the content and fosters
further research and exploration.