HEBAT Bacaan

Training Of Trainers
(TOT)Workshop
2016
READING STRATEGIES
Bahagian Pembangunan Kurikulum
 One good question that runs in most teachers is 'What makes a
good reader?‘

Research has indicated that a good reader has a purpose for

reading either it is for obtaining specific information or
reading for pleasure.

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 ‘Light travels faster than sound. This is
why some people appear bright until
you hear them speak’

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 While living on Earth might be a little expensive, at
least you get a free trip around the Sun every year.

What do you think of that new restaurant on the

moon? The food’s great but it has no atmosphere.

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 • In order to have proper reading strategies adopted, students need
to be trained to use these strategies appropriately in order to
become purposeful active readers.

• Students who receive proper instructions through the strategies

would be able to make significant gains in reading comprehension
activities. All these strategies will enable our students to:

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 • set purposes for reading.
• identify or infer main ideas and make predictions.
• monitor reading and realise when something is not
making sense.
• question during reading.
• make mental pictures of what is being read.
• draw on prior knowledge.
• understand story structure.

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 • summarise what is read.
• recognise words quickly and analyse unfamiliar
words
• use text features (subheadings and transitions)
and titles to infer information
• paraphrase
• continue reading even when unsuccessful, at
least for a while

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 READING STRATEGY 1

SQ3R

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 ❖ Proposed Reading Strategy
SQ3R is a reading strategy formed from its letters: Survey! Question!
Read! Recite! Review!

SQ3R will help you build a framework to understand your reading

assignment.
A. Before you read, Survey the chapter:
B. Question while you are surveying:
C. When you begin to Read:
D. Recite after you've read a section:
E. Review: an on-going process
Kindly refer to the Teacher's Guide Book: Page 45 & 46

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 SQ3R Reading Method

: Survey! Question! Read! Recite!Review!

SQ3R will help you build a framework to understand your reading
assignment.
A. Before you read, Survey the chapter:
 The title, headings, and subheadings
 Captions under pictures, charts, graphs or maps
 Review questions or teacher-made study guides
 Introductory and concluding paragraphs
 Summary

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 B. Question while you are surveying:
 Turn the title, headings, and/or subheadings into questions
 Read questions at the end of the chapters or after each
subheading
 Ask yourself,"What did my instructor say about this chapter or
subject when it was assigned?"
 Ask yourself,"What do I already know about this subject?"
Note: If it is helpful to you, write out these questions for
consideration.

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 C. When you begin to Read:

 Look for answers to the questions you first raised

 Answer questions at the beginning or end of chapters or study guides
 Reread captions under pictures, graphs, etc.
 Note all the underlined, italicized, bold printed words or phrases
 Study graphic aids
 Reduce your speed for difficult passages
 Stop and reread parts which are not clear
 Read only a section at a time and recite after each section.

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 D. Recite after you've read a section:
 Orally ask yourself questions about what you have just read,
or summarize, in your own words, what you read
 Take notes from the text but write the information in your
own words
 Underline or highlight important points you've just read
 Reciting: The more senses you use the more likely you are to
remember what you read
 Triple strength learning: Seeing, saying, hearing. Quadruple
strength learning: Seeing , saying , hearing, writing!!!
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 E. Review: an ongoing process
Day One
• After you have read and recited the entire chapter, write
questions in the margins for those points you have
highlighted or underlined.
• If you took notes while reciting, write questions for the notes
you have taken in the left hand margins of your notebook.
• Complete the form for a critical reading review

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 Day Two
• Page through the text and/or your notebook to re-acquaint yourself with
the important points.
• Cover the right hand column of your text/note-book and orally ask
yourself the questions in the left hand margins.
• Orally recite or write the answers from memory.
• Develop mnemonic devices for material which need to be memorized.
• Make flash cards for those questions which give you difficulty.
Days Three, Four and Five
• Alternate between your flash cards and notes and test yourself (orally or
in writing) on the questions you formulated.
• Make additional flash cards if necessary.
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 Weekend

 Using the text and notebook, make a Table of Contents - list all the
topics and sub-topics you need to know from the chapter.
 From the Table of Contents, make a Study Sheet/ Spatial Map.
 Recite the information orally and in your own words as you put the
Study Sheet/Map together.
 As you have consolidated all the information you need for this
chapter,periodically review the Sheet/Map so that at test time you
will not have to cram.

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 READING STRATEGY 2
THRILD

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 > THRILD
What is THRILD? A method used to PREVIEW or REVIEW a
chapter.
• T TITLE
• H HEADINGS
• R READ (and summarise first paragraph)
• I ILLUSTRATIONS
• L LAST PARAGRAPH (Read and summarize)
• D DISCUSSION QUESTIONS

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 Rationale:

Why:

• T.H.R.I.L.D. is a pre-reading activity that provides a mental framework for

new information. It acts as an advance organiser for the chapter, helps

students activate prior knowledge and provides a context for what they

are about to read.

When:

Use T.H.R.I.L.D. at the beginning of every chapter in the text, prior to

actually reading it.

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 How:

As students scan the chapter, they perform six steps. To begin with,

they:

• write down the chapter title and all the sub-headings.

• read the opening paragraph (or introduction) and

• write a brief summary of this information.

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 • Students write a key word or phrase about the main idea of each
illustration.

• After this, students write a brief summary of the last paragraph or

summary of the chapter.

• Finally, students scan the Discussion Questions and select three

that they would like to know more about.

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 READING STRATEGY 3

KWLH

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  K-W-L (Ogle, 1986) is an instructional reading strategy that is used
to guide students through a text.
 Students begin by brainstorming everything they Know about a
topic.
 This information is recorded in the K column of a K-W-L chart.
 Students then generate a list of questions about what they Want to
Know about the topic.

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 These questions are listed in the W column of the chart.

 During or after reading, students answer the questions that are in the W
column. This new information that they have Learned is recorded in the L
column of the K-W-L chart.

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KWL is intended to be an exercise for a study group or class that can guide you

in reading and understanding a text. You can adapt it to working alone, but discussions
definitely help. The K-W-L strategy serves several purposes:

> Elicits students' prior knowledge of the topic of the text.

> Sets a purpose for reading.

> Helps students to monitor their comprehension.

It is composed of only three stages that reflect a worksheet of the columns with

the three letters:

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 What we Know what we Want to what we Learned How you can
know learn more

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 There are many more interesting reading
strategies that can be found in our guide book.

THANK YOU

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