Reading strategy What this strategy means Use visual clues
Finding meaning in pictures and images.
Visualise/imagine and respond
Picturing in your mind what you are reading, and saying how you feel about it. Trying to understand the values and the issues in the text and explaining why you feel the way you do.
Make inferences
Making a logical guess based on the passage or on your prior knowledge. Reading “between the lines”.
Read for pleasure
Analyse and synthesise
Reading simply because you enjoy it.
Analysing is looking for deeper meaning by breaking down what you have read into smaller parts that can be easily understood. Synthesising is bringing everything together to form a whole.
Characteristics of confident readers
Working backwards from where learners should be at the end of the Senior Phase, it is helpful to break down the characteristics of a happy and confident reader.
The learner enjoys reading a wide variety of
texts and is able to: •
• • • • read confidently, both out loud and alone
read subject matter and context associated with all learning areas across the curriculum, both in class and at home (without assistance)
read and make use of textbooks considered appropriate for the grade
select books, magazines, comics and even newspapers to read for pleasure
choose at times complex and challenging reading matter (for example encyclopaedias not always aimed at children, or novels and biographies that require persistence and interpretation).
The learner uses a range of strategies to work out the meaning of unfamiliar words. Strategies
would include, but not be limited to: •
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sounding out new words when reading aloud, using knowledge of phonics and blends
• • • •
How to use this strategy information.
Look for clues and symbols in pictures, diagrams and photographs, and interpret how colour, design and images have been used to make meaning and create an effect.
Think about your reactions to what you are reading and ask yourself why you feel the way you do. You must be able to explain your feelings about what you have read and give reasons for your attitude.
When you want to work out what a new word means or need to figure out the hidden message in a text, use the context of a sentence and the passage as a whole to make a logical guess.
Use all your reading skills to make sense of the text and to enjoy the reading experience.
When you read, you look for themes and messages the author is sharing with you. After you have analysed, bring all the bits of information together so that you can understand the whole.
using context to decide what words mean by reading the rest of the sentence and even the paragraph
using prior knowledge of words and their structure (root words, similar words, prefixes and suffixes, etc.)
using knowledge of words derived from other languages, including not only other South African languages, but also Latin, Greek and French, and being able to apply this knowledge in new contexts
consulting a dictionary, a thesaurus or other reference tools – even the Internet.
The learner consciously uses reading strategies
to improve comprehension by, for example: •
re-reading, clarifying and discussing text that is confusing or hard to interpret – both with peers and with teachers in order to confirm understanding
• •
explaining and articulating own reading and response to it
using context and prior knowledge to make, evaluate and revisit (if required) predictions and to form own opinions
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