R.E.A.D.: Seventy Strategies to Support Reading Success
October 2009, ©2010
Divided into eight sections, each section contains a brief conceptual overview as well as specific strategies that can be used to facilitate the development of that literacy process. Each strategy follows a READ format: (R) explains why the strategy is important in developing strategic readers as it applies to that particular literacy element. The strategy explanation (E) extends on the importance by more explicitly defining and describing critical characteristics that it encompasses. The application (A) section provides a descriptive narrative of what the strategy might look like in the classroom. Step-by-step procedures for strategy implementation are provided in the delivery (D) section.
Section I—Oral Language
Language Experience Approach
Sketch to Stretch
Section II—Phonemic Awareness
Rainbow Alphabet Arc
Word Family Concentration
Fluency Development Lesson (FDL)
Neurological Impress Method
Tape Assisted Reading
List Group Label
Semantic Feature Analysis
Vocabulary Knowledge Rating Scale
Directed Reading and Thinking Activity
K- W- L
Question - Answer Relationships
Questioning the Author
Skimming and Scanning
Section VII: Writing
Section VIII: VIPs
V.I.P.s: Very Important Practices and Strategies
Sustained Silent Reading
A collection of strategies based on the 5+2 essential elements of literacy instruction: oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.
A “teacher friendly” text that can be used to provide students with strategies for developing a clearer understanding of the seven areas of literacy development.
Divided into seven sections, each representing one element of literacy instruction that contains an overview of the element and the specific strategies that can be used to assist the growth of that literacy method.
Each strategy follows the READ format:
R-Rationale for the Strategy
E-Explanation of the Strategy
A-Application of the Strategy
D-Delivery of the Strategy
Graphics are provided at the beginning of each strategy to identify how it should best be used: during what part of the reading process, with what size group, and the appropriate grade level.
A reference section and/or other resources are provided at the end of each strategy description.
Most strategies are flexible can be modified to be used during different points of the reading process