1. Cognitive Reading Strategies which promote Metacognition
Activating prior knowledge
Determining the most important ideas and
themes
Asking questions
Creating visual and other sensory images
from text
Drawing inferences from text
Retelling or synthesizing
Fix-up strategies
Adapted from Mosaic of Thought
Before, during, and after reading
To evaluate the adequacy model of meaning they
have developed using connections
To store newly learned information with other
related memories
Using conclusions about important ideas to focus
reading
To exclude peripheral or unimportant details
from memory
Of themselves
Of the author
Of the texts
To clarify and focus their reading
During and after reading
Visual
Auditory
Other connections to text
Deepen understanding
Using prior knowledge (schema) and textual
information to:
o Draw conclusions
o Make critical judgments
o Form unique interpretations
May occur in the form of:
o Conclusions
o Predictions
o New ideas
Attend to most important information
Synthesize to understand reading
Repair comprehension when it breaks down from
one of six language systems:
o Grapho-Phonic System – provides
information about letters and sounds
o Lexical or Orthographic System –
provides information about words
o Syntactic System – provides information
about structure of language
o Semantic System – provides information
about meanings
o Schematic System – provides
information about prior knowledge and
organizes new information
o Pragmatic System – provides
information about what the reader
considers important and what the
reader needs to understand
Solve a given reading problem:
o Skip ahead
o Reread
o Use context clues
o Use syntax
o Sound it out
Jennifer Evans, St. Clair County RESA