The Strategy Gap
The 5 Core Reading Strategies
Before reading: use title, subheadings, images, and first line to predict content. This activates schema and frames subsequent reading. 'What do you already know about this topic?'
Read for the main idea only — deliberately fast, not stopping for unknown words. One read-through, 60 seconds. 'What is this text about?' Not 'What does every sentence say?'
Search for specific information: a date, a name, a statistic. Don't read the whole text — move your eyes over it looking for the target. Essential for exam reading.
Reading between the lines. The text says 'She sighed and looked away.' The inference: she's uncomfortable or sad. This requires connecting text content to world knowledge and emotional interpretation.
The metacognitive strategy: 'Do I understand what I just read?' If not, reread. Good readers notice when they've stopped comprehending — poor readers don't.
Strategy Teaching Sequence
Pre-Reading
Predict, activate schema, set purpose — set up successful comprehension before the first sentence
While-Reading
First skim for gist, then read in detail for specific purpose, monitor comprehension throughout
Post-Reading
Summarize gist, draw inferences, evaluate information — go beyond literal comprehension
Teacher Tip
“Time the skim. Give students 45 seconds to skim a page of text and write one sentence about the main idea. The time pressure forces skimming rather than detail reading. Do this regularly and students internalize the difference between reading modes. It's one of the most transferable skills for exam performance.”
Frequently Asked Questions
At what level should I start teaching reading strategies?
From B1, where students encounter varied text types and lengths. A1-A2 texts are typically short enough that strategy is less critical. By B1, the volume and complexity of reading tasks makes strategic approach essential.
How do I teach inference to ESL students?
Use short dialogue exchanges where the emotional content isn't stated: 'A: How was the interview? B: (long pause) I should have prepared more.' Ask: 'How is B feeling? How do you know?' The detective work makes inference visible.
Does extensive reading count as strategy teaching?
Extensive reading develops fluency and vocabulary implicitly. Strategy teaching is explicit and metacognitive — teaching students to notice and control their reading process. Both are valuable, and they complement each other.