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Skilled readers use a wide range of strategies while reading. Some of these include the SQ3R technique, flow-charting, summarization, questioning and predicting. Of particular interest is the ability of learners to learn reading strategies, and how these strategies should be taught.

Bereiter and Bird (1985) conducted two studies which investigated strategy use while reading. In the first they transcribed think aloud protocols of expert readers (university students thought out loud while reading) and found four central strategies they use when comprehension fails:

1. Restatement:
1. rephrasing using inferred equivalents where unknown words appear
2. paraphrasing in simpler terms
3. inferring superordinate propositions
4. paraphrasing with inserted referents
5. periodic summarization
2. Backtracking
   1. reread from beginning of confusing segment
   2. reread previously comprehended parts
3. Demanding relationships
1. setting watchers (ie wh questions)
2. Why? (cause and effect)
3. What? (for what reason)
4. Where? (for orientation)
5. Links between topics (why, what, how, is this related)
4. Problem formulation
1. formulate comprehension failure into problem solving

These of course were only the most frequent strategies used. Many others were also used including prediction, imagery, and recall of related information.

The four central strategies were then taught to grades 7 and 8 students using three instructional groups and a control group. The instructional methods included:

1. Modelling-plus-explanation (Teachers explained the strategies listed above and demonstrated them by thinking aloud. Students then practised thinking aloud themselves while reading)
2. Modelling only ( Like above with out initial explanations of the strategies)
3. Exercises (No modelling or explanation, but rather exercises which required students to use the strategies listed above. This latter is perhaps the most commonly used instructional method)

After nine instructional periods spread over three weeks only the Modelling-plus-explanation group showed a significant improvement ( 2.7 grade levels) in comprehension and only Restatement and Backtracking strategies were used. It was suggested that Demanding Relationships and Problem Formulation were skills found in older readers.

It does appear that modelling Restatement and Backtracking strategies by thinking aloud accompanied with verbal explanations (ie. Direct Instruction) of the strategies, and practice, helped grades 7 and 8 students improve their reading comprehension.

Other studies indicate that sophisticated reading strategies are difficult to teach and learn. For most reading strategies prompting is required. Despite knowing them, few students will use them. One helpful way to get students to use strategies is to point out what they should look for while reading. This raises their self-awareness, a point that is central to this course, and a point that underlies teaching any cognitive strategy; raising self-awareness requires direct instruction. Direct instruction alone, however, is not sufficient, an expert model is also required.

Thinking aloud is also been shown as an effective means of teaching writing skills, with the teacher modelling expert writing practice, and explaining the strategies that emerge.

References

Armstrong, W.H., & Lampe II, M.W. (1990) Pocket Guide to Study Tips, New York: Barron.

Bereiter, C. & Bird, M. (1985) Use of Think Aloud in Identification and Teaching of Reading Comprehension Strategies, Cognition and Instruction, 2(2) 131-156.