Strategy - Western Michigan University



|Strategy: Comprehension Checklist |

|Appropriate Grade Level: K-6th grade |

|Procedures/Steps: |

|This strategy implements a comprehension checklist for helping students independently regulate their learning. |

|The checklist is divided into pre-reading comprehension strategies, during reading comprehension strategies, and post-reading comprehension |

|strategies. Each individual (and teacher) determines the strategies that work best for him or her. |

|To implement the checklist students are first assessed (both strengths and weaknesses), identify appropriate strategies, model (instruct) |

|these strategies, and allow the student to use the strategies independently. |

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|Example: |

|What works best for Billy: |

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|Pre-reading During reading After reading |

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|PICTURE CUES MENTAL PICTURE |

|IN YOUR HEAD |

|Comments and/or tips: |

|√ Use the checklist in the article to assess what the student naturally does to make sense of the reading. |

|√ You are able to involve the student in finding the right strategy for them, make sure to include strategies for all learning styles. |

|√ I would use this in the resource room so that they can become familiar with their own ideal strategies and teach them to use in the |

|general education classroom. |

|Source: |

|Massey, D. (2003). A comprehension checklist: What if it doesn’t make sense? The Reading Teacher 57, 81-84. |

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