post-reading strategies
The final step in successful reading comprehension is reflecting upon what has been read and self-monitoring for understanding. If readers don't take time after reading to analyze and summarize what they have read, they will fall short of truly comprehending a text. The strategies presented below can be used after reading to help readers combine their prior knowledge and critical thinking skills to what they have learned through reading to develop a solid comprehension of readings assigned in the content areas.
1) Question-Answer Relationships (QAR Strategy)
The Question-Answer Relationship (QAR) strategy encourages readers to find connections between questions, content present in the text, and the reader's prior knowledge. By understanding the way that questions relating to their reading are written, students are better prepared to answer them (Question-Answer Relationships, n.d.). This strategy teaches students to classify questions relating to text so that they can dig deeper for understanding in their texts and through their prior knowledge of the topic.
The QAR strategy revolves around the idea that there are four types of questions that can be asked pertaining to texts (Question-Answer Relationship (QAR), n.d.). The four types of questions and their definitions are as follows:
To successfully implement this strategy in the classroom, it is essential that it is modeled by the teacher. The teacher should first present the four different types of questions and provide clear examples. It would be beneficial for the teacher to demonstrate the strategy in action by reading a short passage and presenting predetermined questions after reading. The teacher should then explain which category each question falls under and model how the each question should be answered by using the text, prior knowledge or experience, or both. Only after adequate modeling has occurred, the students can try reading a short passage and creating their own questions from each category to consider while reading (Question-Answer Relationship (QAR), n.d.).
After students have had sufficient opportunities to practice the strategy, they are ready to implement it in reflecting on their reading. In the classroom, this strategy can be done individually, in small groups, or in pairs. The teacher will provide the students with a reading and some questions that will be answered when reading has been completed. After students have read the text, they should place the questions in the appropriate QAR categories according to how they relate to text. Then, students can be provided with a new reading. Based on the content of the reading, students can develop their own questions and place them in the appropriate categories according the the QAR framework. Students can then answer their own questions to show comprehension. For 'Author and You' and 'On My Own' questions, students can write a detailed answer to explain their own experiences and tie those experiences into what they learned from the next (CCSS Literacy writing standard 3).
The QAR strategy revolves around the idea that there are four types of questions that can be asked pertaining to texts (Question-Answer Relationship (QAR), n.d.). The four types of questions and their definitions are as follows:
- Right There Questions: Questions that can be answered directly from the texts. In many cases, the words used in the questions are also found in the text.
- Think and Search: Questions that require the reader to search various parts of the text for information that can be combined to successfully answer the questions.
- Author and You: Questions that are based on content in the text, but also require the reader to make connections to personal experience and prior knowledge. The student will need to read the text to properly answer the questions, but will not find the answer directly in the text.
- On My Own: Questions that require the student to access prior knowledge to answer the question. Generally, the student would not need to read the text to answer the question.
To successfully implement this strategy in the classroom, it is essential that it is modeled by the teacher. The teacher should first present the four different types of questions and provide clear examples. It would be beneficial for the teacher to demonstrate the strategy in action by reading a short passage and presenting predetermined questions after reading. The teacher should then explain which category each question falls under and model how the each question should be answered by using the text, prior knowledge or experience, or both. Only after adequate modeling has occurred, the students can try reading a short passage and creating their own questions from each category to consider while reading (Question-Answer Relationship (QAR), n.d.).
After students have had sufficient opportunities to practice the strategy, they are ready to implement it in reflecting on their reading. In the classroom, this strategy can be done individually, in small groups, or in pairs. The teacher will provide the students with a reading and some questions that will be answered when reading has been completed. After students have read the text, they should place the questions in the appropriate QAR categories according to how they relate to text. Then, students can be provided with a new reading. Based on the content of the reading, students can develop their own questions and place them in the appropriate categories according the the QAR framework. Students can then answer their own questions to show comprehension. For 'Author and You' and 'On My Own' questions, students can write a detailed answer to explain their own experiences and tie those experiences into what they learned from the next (CCSS Literacy writing standard 3).
In the video below, a class explores the QAR strategy. The teacher in the video works with her students to better understand the different types of questions used in the strategy and the video shows a few examples of questions that students have come up with (Johnson, 2013).
The following video shows a teacher implementing the QAR strategy into a lesson plan. She effectively models the strategy for students by explaining the different types of questions and engaging the class in discussing useful examples of questions that might be asked in each QAR category (TheTeacherTrack, 2011).
2) Summarizing
While summarizing might be one of the most basic post-reading comprehension strategies, there is no denying its time-tested effectiveness. Studies have proven that this strategy increases students' ability to understand what they are reading. However, there are some strategies within this strategy that have been proven to work best. These summarizing strategies include clarifying what's important , familiarizing students with multiple text structures, and reviewing essential terminology, among others (Marzano, 2010).
Simply put, summarizing is taking all of the information obtain from a reading and breaking it down to describe the essential elements. When readers successfully summarize, they capture the main idea of a reading by finding key words and phrases that help them comprehend and retain the gist of the content (Jones, 2012). Summaries can be presented as written narratives or essays, detailed graphic organizers, or through classroom discussion. However they are presented, summaries are most effective when students focus on main ideas and key details rather than trying to grasp the text in whole. Below are two different ways that this strategy can be implemented in the classroom after being modeled by the teacher.
Simply put, summarizing is taking all of the information obtain from a reading and breaking it down to describe the essential elements. When readers successfully summarize, they capture the main idea of a reading by finding key words and phrases that help them comprehend and retain the gist of the content (Jones, 2012). Summaries can be presented as written narratives or essays, detailed graphic organizers, or through classroom discussion. However they are presented, summaries are most effective when students focus on main ideas and key details rather than trying to grasp the text in whole. Below are two different ways that this strategy can be implemented in the classroom after being modeled by the teacher.
- The teacher begins by presenting students with their assigned reading and asking them to read the text.
- As students read, they should underline important phrases or ideas and circle important words. They can also take short notes about what they have underlined or circled.
- After the students have completed reading, they can write a paragraph to summarize the material that they have underlined and circled (CCSS Literacy writing standard 1). The information that they have underlined and circled should provide material necessary to adequately summarize the main idea of the reading.
- A second strategy for implementation, as described by Robert Jones (2012), is to have students write a headline for a newspaper story.
- The teacher begins this lesson by cutting the headlines off of newspaper articles and providing each student with the body of the article.
- The students then read their articles and write a new headline for the article based on the content in the article. This is a quick lesson that can help readers better learn to understand the main ideas of their reading.
The video below provides an excellent description of the summarizing strategy and presents an example for classroom implementation. This video is mainly guided toward high school class use, as it describes how learning to summarize the main idea of a reading is essential to succeeding in college and the work force (Smith, 2011).
The next video shows introduces a different take on the summarizing strategy. The fun and interactive "Tri-Fold Summarizing" activity includes activating prior knowledge, identifying key concepts and main ideas, writing a summary of the main ideas, and working together with classmates throughout the activity (Aspan, 2014).
3) Whip Around
Whip around is a reading strategy used after reading to survey whether or not the students throughout the classroom comprehended their reading. It allows teachers to quickly ascertain if understanding occurred throughout the class and whether or not the reading might need to be reviewed (PLB Blogger, n.d.).
In the whip around strategy, the teacher begins by asking an open ended question about the reading to cause students to think critically about what they have just read. The students can then take a moment to ponder their answer and write it out in their notebook or on a sheet of paper (CCSS Literacy writing standard 1), focusing on their thoughts about the reading and the information that they have retained. After the students have written their responses, the teacher asks students to orally summarize their responses one at a time and in order. A few students can be selected or volunteer to share their responses or the discussion can 'whip around' to each student so that everyone has a chance to share (Harmin & Toth, n.d.).
When using the whip around strategy with the whole class, students can also be given the option to pass in sharing their thoughts. While adding this element might seem counter-productive at first, it eventually encourages students to actively participate in the discussion.
The poll method can also be used when implementing this strategy. In the poll method, the teacher randomly selects a few students from the class to share their thoughts and what they have learned about the reading. The teacher can then ask other students in the class if they have anything to add to what has already been stated.
Finally, the up and down method is another way to implement the whip around strategy. After students have read and written down their response to the teacher's open ended question, they stand next to their desks or chairs. The teacher then randomly calls on a student to share thoughts about the reading. That student then sits down. If another student had the same answer, that student also sits down. The teacher continues to select students to share their thoughts until the entire class is seated.
In the whip around strategy, the teacher begins by asking an open ended question about the reading to cause students to think critically about what they have just read. The students can then take a moment to ponder their answer and write it out in their notebook or on a sheet of paper (CCSS Literacy writing standard 1), focusing on their thoughts about the reading and the information that they have retained. After the students have written their responses, the teacher asks students to orally summarize their responses one at a time and in order. A few students can be selected or volunteer to share their responses or the discussion can 'whip around' to each student so that everyone has a chance to share (Harmin & Toth, n.d.).
When using the whip around strategy with the whole class, students can also be given the option to pass in sharing their thoughts. While adding this element might seem counter-productive at first, it eventually encourages students to actively participate in the discussion.
The poll method can also be used when implementing this strategy. In the poll method, the teacher randomly selects a few students from the class to share their thoughts and what they have learned about the reading. The teacher can then ask other students in the class if they have anything to add to what has already been stated.
Finally, the up and down method is another way to implement the whip around strategy. After students have read and written down their response to the teacher's open ended question, they stand next to their desks or chairs. The teacher then randomly calls on a student to share thoughts about the reading. That student then sits down. If another student had the same answer, that student also sits down. The teacher continues to select students to share their thoughts until the entire class is seated.
The video below provides a thorough explanation of the three different whip around methods that are described above. As the video states, these three methods encourage class participation and provides the teacher with a valuable opportunity to measure the pulse of class comprehension (TeachLikeThis, 2013).
The next video shows the whip around strategy implemented in a high school theology classroom. Notice how each student shared a different fact about the subject and how the rapid succession of answers makes this an effective and efficient survey of classroom understanding (St. Benedict Preparatory School, 2012).
4) Think-Pair-Share
Think-Pair-Share is a strategy in which students read an assigned text, take time to think about what they have read, discuss their thoughts and understanding about the reading with a partner, and then share what they have learned with the class. Studies have confirmed that this strategy is effective in increasing reading comprehension levels, as it causes to think critically about what they have read so that they can engage in meaningful conversations about their reading with a partner (Carss, 2007).
This strategy is effective in increasing reading comprehension because it provides students with adequate opportunities to formulate their own thoughts about their reading and test them out in a non-threatening environment (Douglas, n.d.).
When implementing this strategy in the classroom, it helps to break reading into shorter sections and have pairs discuss each short section before moving on to the next. Reading can be done silently and independently, in pairs, or aloud as a whole class. The teacher can direct the students' thinking by encouraging them to focus on certain concepts or themes, or by asking guide questions that they would like students to answer.
To add a writing element into a lesson using the think-pair-share strategy, students can be provided with ample time to independently ponder their ideas about the reading and then write a short summary of what they have learned (CCSS Literacy writing standard 2). After students have written their summaries, they can be paired with a partner to share what they have written. The two can then work together to identify the main ideas that are common in their thoughts and can present those main ideas to the class.
This strategy is effective in increasing reading comprehension because it provides students with adequate opportunities to formulate their own thoughts about their reading and test them out in a non-threatening environment (Douglas, n.d.).
When implementing this strategy in the classroom, it helps to break reading into shorter sections and have pairs discuss each short section before moving on to the next. Reading can be done silently and independently, in pairs, or aloud as a whole class. The teacher can direct the students' thinking by encouraging them to focus on certain concepts or themes, or by asking guide questions that they would like students to answer.
To add a writing element into a lesson using the think-pair-share strategy, students can be provided with ample time to independently ponder their ideas about the reading and then write a short summary of what they have learned (CCSS Literacy writing standard 2). After students have written their summaries, they can be paired with a partner to share what they have written. The two can then work together to identify the main ideas that are common in their thoughts and can present those main ideas to the class.
The video below describes the Think-Pair-Share strategy, explains how it can used after reading to guide student thinking about their reading, and discusses how the strategy enhances learning by turning students from passive learners into active learners who take a greater responsibility and interest in comprehending their reading (principiacollege, 2011).
The next video shows a lesson in which the Think-Pair-Share strategy is used in an early elementary classroom. The video shows each step of the strategy as the teacher reads to the class, asks the students to think about their responses to the reading and the topic addressed in the reading, instructs students to talk about the topic with their partner, and then has students share what their partner had to say about the topic. (Discovering Justice, 2012).
5) Exit Slips
Exit slips can be used by teachers to gather information about students' levels of comprehension after reading has occurred. Exit slips are short summaries, written by students, to share information and personal thoughts about what that they have read (CCSS Literacy writing strategy 1). These summaries are written on note cards or small slips of paper and are handed to the teacher after the lesson or class period so that the teacher can check for understanding. The teacher can ask questions to guide student responses or the students can simply share whatever comes to mind (Adler, 2012).
Before students can properly incorporate this strategy, the need to understand the importance of thinking critically about the content in the reading. Therefore, it is best if teachers model this strategy before implementing it into the classroom (Comprehension Strategy, n.d.).
Below are two ways to successfully implement this strategy into the classroom:
Before students can properly incorporate this strategy, the need to understand the importance of thinking critically about the content in the reading. Therefore, it is best if teachers model this strategy before implementing it into the classroom (Comprehension Strategy, n.d.).
Below are two ways to successfully implement this strategy into the classroom:
- After students have read the assigned text, provide them each with a 3x5 note card. On one side of the note card, students should write something that they learned from the passage. On the other side, they should write one question that they would still like to have answered. At the end of the lesson or class period, the students should turn their cards in to the teacher. Later in the lesson or in the next class period, the teacher can select a few of the cards to use in classroom discussion about what was retained from the reading and the class can further explore some of the questions that were asked on the cards.
- For students in the upper elementary, middle school, and high school grades, the cards can be used to start an essay. In this activity, the teacher can ask a guide questions that he or she would like the students to consider pertaining to information from the reading. The students then write a brief answer on their card and turns them in to the teacher. The teacher looks them over for understanding, makes any corrections that will help the students be successful in their writing, and hands them back to the students. Then, students take the main ideas presented on their cards and write an essay to further explore these ideas.
In the video below, the exit slip strategy is used in a science lesson. The teacher poses the question, "What was the most interesting thing you read about today and why?" Students are then expected to answer that question in their own words, causing them to think critically about the topics at hand (Behrmann, 2012).
This video describes the exit slip strategy and discusses different uses for exit slips. It also points out that this strategy can benefit learners who are hesitant to actively participate in classroom discussion by allowing them to discreetly share their thoughts and questions with the teacher (foil2011's channel, 2011).