Reading is a basic life skill.
Strategies to engage learners in interactive reading experience.
Allow the text to communicate with the students
Apply predictions
“This strategy allows for more student interaction, which increases student’s interest and
improves their understanding of the text.”
– Oczkus (cited in Küçükoglu, 2012)
“It encourages students to use their existing knowledge to facilitate their understanding of
new ideas encountered in text.”
– Duke & Pearson
Use stop and jot
“When children use the method “stop and jot”, they are writing a few words or
even a sentence to describe what they picture is going on in the text, something
they wonder about the text, what they think is going to happen or what they think
about what is happening, what they feel, something interesting they come across,
or something they feel a connection to. These are all strategies that engage a child
while they are reading.” – Reichert (2016)
“Stop and jot method also assisted students in increasing their reading comprehension due to
the ongoing notes or “jots” being taken throughout their reading.”
- Reichert (2016)
“Stop and jot method also assisted students in increasing their reading comprehension due to
the ongoing notes or “jots” being taken throughout their reading.”
- Reichert (2016)
Implement the 3-2-1 strategy
“It is an active and meaningful strategy that
aids students’ engagement and interaction with
the text in order to construct their
comprehension.” - Zygouris-Coe, V. et al.
(2004)
“Students became more active and encouraged
to learn that effects to their improvement of
their reading comprehension ability.” -
Deliany, Z. et al. (2020)
Make it meaningful
“Reading becomes meaningful when the reader connects the ideas in the text to their
experiences and beliefs, and the things happening in the rea world.”
- Küçükoglu (2012)
Make it authentic
“Authentic text is written for native speakers and contain “real” language. - Berardo (2006)
“They are materials that have been produced to fulfil some social purpose in the language
community.” – Peacock (cited in Berardo, 2006)
“Authenticity can therefore be considered to be the interaction between the reader and the text
and not just the text in itself.” - Berardo (2006)
“Authentic texts can be motivating because they are proof that the language is used for real-life
purpose by real people.”
– Nuttall (cited in Berardo, 2006)
Making connections
“By making connections, the learners can activate their prior
knowledge and connect the ideas in the text to their own experience.”
- Küçükoglu (2012)
“Reading becomes meaningful when the reader connects the ideas in
the text to their experiences and beliefs, and the things happening in
the outer world.”
- Küçükoglu (2012)
Make use of visuals
Use art
“Art has been shown to engage students in reading while also
supporting them to gain meaning.”
– Murphy (2016)
“Mcfee and Walker found that many learners think visually and find
concepts easier to acquire through visual representation.”
– (As cited in Hamblen, 1993)
Make use of visuals
Use graphic organizer
“The use of graphic organizer helps the teachers in hooking the students
towards the reading comprehension passage.”
- Sam & Rajan (2013)
“Graphic organizers
are effective
strategies to promote
reading
comprehension.”
- Sam & Rajan
(2013)
Validate students
Knowing/respecting the students
“By acknowledging students’ reading interests and building on them,
teachers can help students expand those interests to related topics over
time.”
- Pitcher, S., et al. (2007)
“Young people reject literacy talks that are lacking in purpose and
interest, we need to become more aware of students’ personal uses of
literacy and what is important to them.”
- Pitcher, S., et al. (2007)
Validate students
Use emojis
“Emojis are being used more and more in people’s everyday life which
could make them easy to use and understand, since no new learning
process has to be done before starting to use them.”
– Riordan (cited in Lindberg & Kindberg 2018)
“Pictures can be helpful when it comes to supporting texts. Emojis
helped the students.”
- Lindberg & Kindberg (2018)
Validate students
Use memes
“Memes are visual images with very few words, thus meaning and
understanding can be achieved.”
– Clayton, I.S (2019
“Because memes project ideas and humour and are not simply visual
representations of their subject matter but rather effective
commentaries on them, memes further the understanding of content.”
- Clayton, I.S (2019)
“Memes appeal to learners’ out-of-school literacy practices and overcome
outdated materials and the limitations that accompany them.”
- Clayton, I.S (2019)
References:
Berardo, S.A. (2006) The Use of Authentic Materials in the Teaching of Reading. The
Reading Matrix 6(2)Clayton, I.S (2019). ‘Meme-orising’Visual Literacy in the Classroom:
Investigating the role of meme in literacy development. Retrieved from:
[Link]
Deliany, Z., Erfan, E., Bindarti, W.E. (2020). SAGA: Journal of English Language Teaching
and Applied Linguistics 1 (2), 137-144
Duke, N. K. & Pearson, (2005).Effective practices for developing reading comprehension.
Retrieved from [Link] infolit/trainers/comprehe_strategies.pdf
Hamblen, K. (1993). Theories and research that support art instruction for instrumental
outcomes. Theory Into Practice, 4(32), 191-198.
Küçükoglu. H. (2012). Improving Reading Skills Through Effective Reading Strategies. Elsevier
ltd.
Kusiska, R., Clarry, S., & Urai, S. (2014). Using 3-2-1 strategy in reading comprehension to
improve
students’ involvement in active learning. Jurnal Pendidikan dan Pembelajaran, 3(10), 1-14.
Lindberg, M. & Kindberg, E. (2018) Did Emojis Help you in any Way? A Pilot Survey to
Investigate if
Emojis can Support Text in a Helpful Way, Linköping: Linköpings Universitet
Murphy, A. (2016). Using Art to Engage Adults with Low Levels of English in Reading: An
Action
Research Project. University of Sydney Papers in TESOL, 11.
Pitcher, S., et al. (2007). Assessing Adolescents’ Motivation to Read. Journal of Adolescent &
Adult
Literacy 50(5). 378-396
Reichert, C.R. (2016). The Implementation and effectiveness of Tier 2 Response to
Intervention Reading
Comprehension in 4th Grade. Retrieved from: [Link]
Sam, P., & Rajan, P. (2013) Using Graphic Organizers to Improve Reading Comprehension
Skills for the Middle School ESL Students. English Language Teaching 6(2)155-170 Zygouris-
Coe, V., Wiggins, M., & Smith, L. (2004). Engaging students with text: The 3-2-1 strategy. The
Reading Teacher, 58(4), 381-384.