As teachers, we often hear that teaching reading comprehension strategies in isolation, like focusing on "finding the main idea," isn't the best approach.
But what does that really mean? And if we're not teaching isolated strategies, then what should we be doing instead?
Read on to learn more!
The problem with isolated strategy instruction is that it doesn't translate to better reading. Simply teaching students to "find the main idea" or "draw conclusions" doesn’t automatically improve comprehension.
Why not? Often, we teach these strategies using contrived texts, or texts written only to practice a strategy. Students might find the main idea in a text designed just for that purpose, but that doesn’t mean they’ll transfer that skill to more authentic, complex texts.
Here’s what we know from research 👇
Strategy instruction is most effective when it’s brief and focused and paired with meaningful, knowledge-building reading. Researcher Peter Afflerbach explains that background knowledge plays a crucial role in reading comprehension. When students already know something about a topic, it reduces their cognitive load, freeing up mental resources to understand the text and apply reading strategies effectively. Of course, strategies also help readers build knowledge from texts, especially when they’re learning something new. But without some foundational knowledge, applying those strategies can be much more challenging. In many cases, knowledge and strategies work together.
Yes, we should teach strategies! But like author Natalie Wexler says, “The question isn’t whether to teach strategies—it’s how to do it and when.”
To access complex, grade-level texts, students need strategies. But they also need time and support to figure things out. That productive struggle is part of learning. Strategy instruction helps students understand and figure out what's important in a text.
The takeaway? It’s not about more strategy practice. It’s about using strategies purposefully while reading meaningful texts. In fact, the National Reading Panel found that it's essential for students to "apply comprehension strategies consciously and deliberately as they read."
Here’s what that looks like:
Reading a poem? Teach students to stop and jot questions.
Reading a short story? Teach students to summarize as they go.
Reading an article? Teach students to monitor their understanding. What do they understand? What is is confusing?
Here’s a simple way to think about it: Keep the content in the foreground and the strategies in the background.
Focus on what students are learning from the text first. Then, use strategies purposefully to help them access that knowledge.
Here are our top tips for integrating strategy instruction into your reading block:
Keep strategy instruction explicit and brief. More strategy instruction doesn’t necessarily mean more learning.
Practice strategies while reading authentic, complex texts. Think about the text you’re planning to use, what makes it complex, and what will help students make meaning from it.
Provide scaffolded supports. Students will need instruction in vocabulary, syntax, text structure, and other aspects of language.
Want to learn more? In this podcast episode, the authors of No More “Strategy of the Week” explain that comprehension instruction should be centered on the text, not isolated strategies.
They highlight the importance of building background knowledge, vocabulary, and understanding text structure to help students make meaning. When the text is the focus, strategy instruction becomes more meaningful and effective.
Instead of trying to get students to master isolated strategies, have them use strategies as tools to make sense of complex texts.
And don't forget: less is more! Students don't need years of practice on isolated skills. They need the chance to use strategies with real texts to grow as readers.
Teach strategies, but teach them with purpose, with content, and in context. That’s when real learning happens.
In short: Keep the emphasis on learning from texts, not just mastering a strategy!