I find that my students do their best reading when given strategies that help them navigate through text book sections. Simply saying to a thirteen year old child (or any teenager for that matter) “Read pages 13-19 this evening for homework” doesn’t provide enough instruction. In order to get a student to think carefully and critically about what they are reading, the teacher has to give the student tools to deconstruct the text.

There are several tools in my toolbox that I use for different types of readers at different reading levels. At the beginning of the year I explain to my students that all reading assignments will be called “active reading” meaning that they won’t simply be sitting down staring at words, but they’ll actually ave to interact with their books. With each reading assignment I give my students a “tool” to use, and ideally by the middle of the year the students know which tool works best for them and have the skill to use it without that particular tool being assigned.

The first tool that I use is highlighting. I often have to help my students learn to highlight effectively because as you probably know already, many students highlight the entire page of text. I know it takes a little time, but helping students decipher key information to highlight is well worth it. The best way to do this is by modeling your own text. Photocopy all or part of your students’ reading homework for that evening for yourself and your students. Ask the students to read it silently through without marking it. Next, you can either put the same reading on a digital screen or use the good ‘ole overhead projector. Read through the text with your students asking them to choose the 5 key points from the reading. These are the things that they would highlight in one color so that their eyes would be drawn directly to the most important information on the page. Then, in another color, they can mark up the details for each key point. Be sure to highlight on the screen so students can actually SEE what they’re supposed to be doing. Modeling helps.

After highlighting, I use margin notes. The best margin notes are questions. In order to interact effectively with the text, a student should write down any questions they have about the reading in order to clarify her thinking or to delve deeper into the topic. Any relevant questions the text prompts in her mind, the student should write down.

Most often I use graphic organizers (GO’s). The most common GO I use is a T-Chart because they are the most versatile. Other charts can be Venn Diagrams for comparing information within a reading or a web for choosing a main idea and listing supporting details. Some graphic organizers I use come from this website, but a lot of times I simply create my own using Microsoft Word or the old fashioned drawing by hand method. Its easier and faster to make your own than to try to customize someone else’s if your information is very specific.

For students with learning disabilities, I will often request an audio version of the text book. These are available through most publishers. Ask your district or book store for more details.

And there you have it- reading strategies for the middle schooler and beyond.