2. Reading strategies
• Making conclusions or interpretation / Asking questions
By answering the teacher’ s questions, the students will actually embrace the method of asking questions and asking themselves questions during individual reading the same way their teacher is doing it. This strategy is about students asking themselves questions about what they have read in order to make conclusions during the reading process and interpret the essence of what was read 8.
• Recognizing the main ideas
Using this strategy means recognizing not only the main idea, but also several other ideas. Karol Visinko 9 called them key points which are connected contextually, and by identifying them, the reader shows his understanding of the text.
• Textual organisation / Combining different parts of the text
Defining textual organisation is done after the reading process, when the students determine the chronological order of events in the story, its plan or textual composition. There are several ways to do that. According to Karol Visinko 10, determining textual organisation depends on the tasks that the teacher prepares in advance. For example:
1 Determining the order of events- by using previously prepared sentences and subtitles we should determine the order of events.
2 Filling out the order of events in the story – blanks should be filled out with sentences or subtitles to complete the order of events
3 Guided determination of order of events in the story – the students read the story which is divided into parts, and after each part they answer the same question: What have we found out from this part of the story.
After the textual organisation is made, the students are more successful in retelling the story.
• Summarizing
Summarizing is one of the most effective reading and learning strategies. It demands the reader to identify the essence of the text, to evaluate the importance of information, to leave out obsolete information, to organise and sum up the important pieces of information. Summarizing enables the students to connect the information from the text to each other as well as to previous knowledge, and it is especially effective when the students use their own expressions.
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8
Visinko, K. Čitanje, poučavanje i učenje. Zagreb ꞉ Školska knjiga, 2014., str. 103.
9
Visinko, K. Čitanje, poučavanje i učenje. Zagreb ꞉ Školska knjiga, 2014., str. 104.
10
Visinko, K. Čitanje, poučavanje i učenje. Zagreb ꞉ Školska knjiga, 2014., str. 104.-107.
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