Education Publications
Document Type
Article
Publication Date
2016
Journal
The Reading Teacher
Volume
70
Issue
3
First Page
359
Last Page
363
URL with Digital Object Identifier
https://doi.org/10.1002/trtr.1510
Abstract
This teaching tip outlines a comprehension strategy designed to support early primary students in reading to learn while learning to read. The strategy is borne of our classroom practices and is designed to support young children in reading and understanding informational texts by facilitating close interactions between text and reader. Through the steps, Read, Stop, Think, Ask, Connect, the strategy supports beginning readers in recognizing and responding to the challenges that informational texts hold for reading and comprehending. The strategy is designed to be used flexibly to account for the diversity of readers and of texts within early primary classrooms, and encourages educators to consider students’ prior learning, text selection, and multimodal supports when connecting beginning readers with informational texts.
Notes
This is the Author Accepted Version of an article published in The Reading Teacher