Reading+Strategies+Mnemonic+Poster




 * Justification  of Reading Strategies **

These reading strategies were chosen to broadly address explicit teaching of reading processes and knowledge so as to assist Grade 1 learners to develop ‘conscious awareness of those covert and invisible processes, understandings, knowledge, and skills over which they need to get control if they are to become effective readers’ (Cambourne, 1999, p 126). These strategies are also linked to the Linguistic Cueing System consisting of semantic, syntactic and graphophonic cues (Pearson, in Annandale, Bindon, Handley, Johnston, Lockett & Lynch, 2010a, p 108).

Skipping the word encourages prior knowledge and/or contextual knowledge to emerge, and creating a mental picture can help with deriving meaning from the text. Exploring any pictures helps form predictions and connections (ibid.,). Syntactic cues are targeted from sounding out words, and pointing to the words assists with recognising the structure of language and can develop a reader’s knowledge of grammatical features (ibid.,). Checking for rhymes and rhyming words and sounding out words and syllables (chunking) are effective graphophonic strategies, and slowing down reading can assist with the decoding process allowing for greater comprehension.