Literacy: Development and Teaching Strategies

This paper seeks to provide teachers with a sampling of before, during, and after reading strategies that are appropriate for use in K-12 classrooms. The paper first discusses diagnostic assessment methods in the classroom and presents activities which provide samples of informal diagnostic assessment. It then outlines some "before reading" activities which should access and build background knowledge, set a purpose for reading by creating curiosity about the text, and elicit personal reactions and experiences regarding a specific topic or character. The paper next sets out "during reading" activities which should motivate student reaction to ideas and prompt personal responses. "After reading" activities then presented in the paper should prompt reflection, help organize information, and promote deeper comprehension. The paper discusses on-going assessment and then describes how good (or "strategic") readers use a variety of strategies: good readers both activate prior knowledge and self monitor to read well; they are able to choose which strategies will best suit the text they are reading and the purpose of the reading assignment. Powerful reading programs are characterized by the following attributes: teachers and students read aloud; the environment is literacy rich; students read for pleasure; and home/school links are encouraged. (NKA)