Learning Strategies
Region XIV Comprehensive Center
Educational Testing Service
1979 Lakeside Parkway, Suite 400
Tucker, Georgia 30084-5865
1-800-241-3865
David C. Anchin Hato Rey, Puerto Rico Center, University of
South Florida
787-758-2326
LEARNING STRATEGIES DESCRIPTION
Strategy Lainnya
The following descriptions provide an overview of the strategies discussed in this resourse book.
A. Exploring Text
1. Prediction. This is a basic strategy for using prior knowledge to understand text. The
earner generates a hypothesis about the type, purpose, or scope of a text
to provide a framework for transacting with the text to confirm comprehension.
Examples of teaching reading as thinking include prediction, directed reading, and confirming.
2. Brainstorming. Brainstorming is a way to value prior knowledge and prior experience by
inviting students to associate concepts with a selected topic. All contributions are accepted
and recorded. Group members review and discuss the related ideas and determine how to
organize and use the information.
3. Pre Reading Plan (PReP). The Pre Reading Plan is a three-step demonstration for teachers
to use before assigning reading to their students. It includes accessing prior knowledge,
reflecting on associations, and reformulating knowledge.
4. K-W-L. K-W-L is a strategy that models the active thinking needed when reading expository
text. The letters K, W, L stand for three activities students engage in when reading to learn:
recalling that they KNOW, determining what they WANT to learn, and identifying what they
LEARN as they read.
5. Cloze. Cloze refers to the procedure of using reading material from which words or partial
words have been systematically deleted. This procedure has been adapted to serve different
purposes. Selected deletio is a way to assess the learner’s sense of language and to support
prediction and confirmation strategies.
6. Questioning. Questions are tools for engaging attention, investigating ideas, assessing
knowledge, and encouraging deeper understanding. Appropriate questions help students
develop metacognition and assist them in problem-solving strategies. Teachers use questions
to gain information about students’ understanding.
7. Think-Along. A think-along is a teaching demonstration that makes the invisible thinking
process of reading visible. It is an attempt on the part of the teacher to model the thinking
process that any good reader engages in when reading. Students observe as the teacher thinks
aloud while reading a text.
8. Big Books. These enlarged texts are designed for shared reading time so that students can
be aware of print and how it works. Although the primary purpose is to share the enjoyment
of stories or poetry, big books may be used to provide a linguistic framework for language
learning within the context of a story or connected text. Predicting and confirming strategies
may be used with big books that have predictable patterns and interesting plots.
9. Wordless Books. These are books that tell a story in pictures without words, or sometimes
with minimal print. They are valuable resources to encourage language knowledge and usage
and also to assess oral and written language development. Student responses may include
writing a narrative with or without dialogue or creating a script for a play, a puppet show, a
radio dramatization, or a video production.
10. Schema Stories. Prior experience with text is helpful in developing a schema for identifying,
thinking about, and talking about story structure to encourage comprehension. The experience
of arranging parts of a story into a logical sequence assists students in making predictions
and confirming language knowledge. The teacher selects short, well structured stories or
informational pieces, divides them into sections, and places the parts in an envelope. Groups
of students work together to determine the sense or schema of the piece.
B. Expanding Meaning
1. Semantic Mapping. Visual representations of connected ideas may be labeled as semantic
maps, semantic webs, concept maps, clusters, schema diagrams, or structured overviews.
After brainstorming and discussing associations on particular topics, students can use semantic
mapping to organize the information in categories.
2. Sketch to Stretch. Representing ideas through drawing provides students an alternative
way of responding to text. Students may do a listening activity and draw what they visualize,
or they may read a text and represent their understanding through illustrations. Sketching
may be used to assess students’ knowledge of sequential order or main idea and details.
Semantic webbing may be used to follow a sketch to stretch activity.
3. Problem Solving. Problem solving is a method of inquiry and is essential as an approach
to finding solutions to problems. Development of student capacities for problem solving in
all areas of learning is necessary to achieve the goal of helping students become more effective
critical thinkers about what they read and hear. The basics of the 21st century include problem
solving and communication.
4. Reciprocal Teaching. Reciprocal teaching is an instructional activity that takes place in
the form of a dialogue between teachers and students regarding segments of text. The dialogue
is structured by the use of four strategies: summarizing, question generating, clarifying, and
predicting. The teacher and students take turns assuming the role of teacher in leading this
dialogue.
5. Partner Reading. Partner reading encourages the sharing of ideas. Sometimes partners
take turns reading aloud, sometimes they each read silently, but they talk about their
perceptions, questions, and insights. Partners of different ages and abilities work well together.
The teacher may be a student’s partner to assess individual needs and strengths.
6. Say Something. This is a reading activity that invites conversation and discussion by
partners or small groups of students. Each person receives a text for reading and responding.
The participants decide cooperatively how far to read before stopping to talk about the author’s
ideas. Someone is designated to speak first, or to say something related to the text. Each
person listens and responds with comments, reactions, or questions. They may reread the
text to clarify understanding or answer questions.
7. Written Conversation. One sheet of paper is shared by partners as they carry on a silent
conversation in writing. Young children can participate by drawing pictures, using invented
spelling, or doing both. One person starts the conversation and often asks a question before
handing the paper to the writing partner. This conversation continues as the writers respond
to each other’s comments and questions.
8. Responding to Reading as Writers. This strategy gives readers and writers a sense of
authorship by involving students in sharing their writing with peers. The collaboration assists
both readers and writers in the composing process as they listen and respond to the written work.
9. Journals and Logs.
a. Personal Journals. These journals are like diaries that record personal thoughts, feelings,
ideas for exploration, and perplexing questions. The writer and reader are the same person
and the contents are not necessarily shared with anyone else.
b. Dialogue Journals. Dialogue journals are another form of written conversation, or
two-way responding that may focus on specific needs or issues. The interactive format
extends the discussion between a teacher and a student, or between two students, over a
period of time to explore understanding and inquiry related to reading, writing, or problem
solving.
