Readers+Use+Fix+Up+Strategies

=__7. Teach students to use fix-up strategies when they don’t understand something.__=

What is this?

 * 1) Readers all use a variety of strategies to fix comprehension problems they encounter.
 * 2) Common problems:
 * 3) Difficulty recognizing a word / different form of a word
 * 4) Reading words or sentences fluently, but without comprehension
 * 5) Word definition
 * 6) Deficit in prior knowledge
 * 7) Reader lacks specific purpose in reading

Why teach this?
In order to find the answer to a problem, students need to be able to determine what about the text is the problem.

Strategies for the common problems
Note: All previous strategies (asking questions, making images, etc.) should be employed in addition to those strategies below.
 * 1) ===Difficulty recognizing words/different forms of words===
 * 2) Teach students to use a finger to gradually reveal the letters in a word, saying the sound for each letter as it is revealed.
 * 3) Teach students to identify beginning and ending sounds, attempt the word, and then check to see if sounds heard matched middle letters.
 * 4) Teach students to look for context clues in surrounding words.
 * 5) Teach students to analyze the word: prefix, suffix, root, compound parts.
 * 6) ===Reading with word recognition, but without comprehension===
 * 7) Teach students to re-read and read ahead
 * 8) Teach students to consider another word/sentence that might make sense and substitute it.
 * 9) Teach students to summarize material read up until confusing part, and predict what might come next.
 * 10) Give reader the opportunity to determine meaning with other readers
 * Reading group of peers
 * A “reading mentor” – an older, more skilled reader
 * 1) ===Word definition===
 * 2) Teach students to look for context clues in surrounding words
 * 3) Teach students to analyze the word: prefix, suffix, root, compound parts
 * 4) ===Deficit in prior knowledge===
 * 5) Give reader the opportunity to determine meaning with other readers
 * Reading group of peers
 * A “reading mentor” – an older, more skilled reader
 * 1) Students ask themselves what they already know about this subject
 * 2) Students determine the author’s purpose is
 * 3) ===Lack of purpose===
 * 4) As the teacher, always provide a specific purpose for the reading, for example:
 * Share your opinion on the main character’s actions
 * Determine the order of events
 * Determine the result of…