Strategy: Think Alouds (Bridges)
Detailed Description: This strategy encourages students to verbalize their thoughts as they read a text orally. It helps students monitor their thinking and improves their comprehension. This strategy teaches students to think more carefully before blurting out an answer, and it makes them more aware and responsible for their comprehension. It can also be used to when students are presented with critical thinking questions in order to monitor their thought process.
Practical Application: Students could be grouped up and read a passage out loud. The students can read aloud, and then think aloud; sharing their thoughts about what is going on, and what they understand about the passage up until that point. The teacher could catch any misconceptions or see if the groups are really understanding and getting what they are supposed to from the passage.
TRAP: The earliest research done on this method was published and cited in 1977 in the scholarly journal: Reading Research Quarterly. It was last cited in 2004 in an article that provided more research on how think aloud's improved reading comprehension written by Roger Farr and Jenny Conner.
Strategy: Anticipation Guide (Freeman)
Detailed Description: Anticipation guides stimulate students’ interest in a topic. They teach students to make predictions and to analyze whether or not those predictions were correct. For each “anticipation,” students may choose yes, no, or maybe. The emphasis is not on whether their answer is correct but rather why they said what they said.
Practical Application: Students are introduced to the topic of a text. They are then given the anticipation guide, constructed by the teacher. The anticipation guide asks questions that are related to how the individuals interact within a text, the order of events that unfold within the text, and how certain events influence other events within the text. After completing the guide in pairs, students then read the text and compare their anticipations with what actually occurred.
TRAP: This strategy was published in Guiding Readers Through Text by James Flood, Diane Lapp, Karen Wood, and E. Bruce Taylor. The purpose of their strategy is for students to achieve better comprehension, taking into account the vast array of linguistic formats that may be used. The authors are part of the International Reading Association, a premier organization of literacy professionals. Their publications promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
Flood, J., Lapp, K., Taylor, E. B., and Wood, K. (2008). Guiding Readers Through Text. International Reading Association: Newark, Delaware.
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