Basic HTML Version
Students:
• preview the text and text organisation to make predictions about the content, or story,
using, for example:
– what they know about the author
– the front cover and title
– text structure
– headings and subheadings
– introductory and concluding paragraph
– first sentence in each paragraph
– pictures, diagrams and captions
• discuss their prediction with peers
•
they want to answer.
After students read a text
The teacher:
• models appropriate strategies to support comprehension, for example:
– summarising
– graphic organisers
• initially assists students to select important information for summarising by providing
subheadings or questions
• provides graphic organisers to:
– demonstrate features of a text type
– assist students to identify the relationship between key points or concepts
• asks students to summarise information, monitoring that they have identified the key ideas
• models drawing conclusions for writing purposes, eg ‘When I write a newspaper article,
I should …’
• discusses the significance of a text, for example:
– categorises the information in a text
– generalises to other contexts.
Students:
• summarise the text
• process new material through reflection and elaboration, for example:
– reflect on their predictions and questions
– develop questions for further investigation, eg ‘Do I need to seek further information,
to check if this is fact?’
– undertake creative tasks based on comprehension material
– explain the strategies they used to answer questions.
Text selection
Students will have great difficulty with accuracy, fluency, recall and comprehension in reading
unless texts are selected at an appropriate level.
Teachers should ensure that texts are appropriate for individual students and the type of reading
activity to be undertaken, ie shared, guided and independent.
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Support Materials for Students with Special Education Needs
English K–6
R
eading
IMPLEMENTATION