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Re-think to Increase Comprehension

Unfortunately, there are no silver bullets to kill off reading comprehension problems. Poor comprehension tends to be self-perpetuating because a reader’s approach to acquiring meaning from text is habitual. Bad reading habits are reinforced each time a reader reads an online post, book, or magazine unless unless those bad reading habits are replaced with good  reading habits. Good reading habits can be taught and reinforced with specific cueing strategies. The cueing strategies provide readers a set of tasks to perform while reading to maintain active dialogue with what the author says and means. Students need to learn to re-think to increase reading comprehension.

The author of this article, Mark Pennington, has developed five cueing strategies, using the SCRIP acronym, which work equally well with expository and narrative text. The SCRIP acronym stands for Summarize, Connect, Re-think, Interpret, and Predict. Here is a nice set of SCRIP Bookmarks for you to download, print, and distribute to your students.

To improve reading comprehension, both good and struggling readers can practice these cueing strategies. Reading is not a natural process; it needs to be taught, not just caught. Developing readers do not have a priori understanding about how to understand and remember what they read. Thus, teachers and parents play a crucial role in helping to develop good readers.

Teaching students to carry on an internal dialog while they read is vitally important. Cueing strategies prompt the reader to dialog with the text and the author. Check out how to get developing readers to carry on this conversation here.

Re-Think to Improve Comprehension

The third cueing strategy in the SCRIP comprehension strategies is Re-Think. Re-Think means to look at a section of reading text (narrative or expository) from a different point of view to see if a different meaning is intended by the author, other than the one intitially understood by the reader. It requires and re-thinking.

People who play board games are accustomed to looking at things from different perspectives. In Boggle®, Risk®, Settlers of Catan®, or Scrabble®, players know that seeing things from the opposite side of the game really changes how the player understands or plays the game.

Unlike the summary and connect cueing strategies, in which the reader needs to divide a reading into meaningful sections for the reader to pause to summarize and make connections, the Re-think strategy has the reader pause when the text following the section is confusing or seems inconsistent with the previous section.

Since teaching the Re-think cueing strategy is the focus of this article, let’s work through a teaching script to teach this Re-think cueing strategy.

Re-think means to re-read a section of the text to look at things from a different point of view. When you start reading text which seems different than what you have been reading or if you get confused, don’t keep on reading in the hope that you will catch on to what was meant. The author may actually be saying something different than what you first thought. Or first impressions aren’t always accurate. When we look from another point of view, we oftentimes find a different truth.”

“When you reach that point in a reading text, go back to re-read the last part of the section that you completely understood and then read into the confusing section. Ask how the author may mean something different than what you first thought. In other words, re-trace your steps. Your mom helps you do this when you lose something. She asks, ‘When was the last time you remember having it? What did you do next?’ Do the same in your reading when you get lost; go back to the point where you weren’t lost and then re-read the confusing text.”

“Also, when you re-read be especially alert to overlooked transition change words, such as although, but, and however or negative words or prefixes, such as not or un. These words or word parts can be extremely important to a correct understanding of what the author intends to mean.”

“Let’s take a look at a fairy tale that many of you will have read or heard about and practice how to re-think some confusing passages.”

Here is a one-page version of “Little Red Riding Hood” for you to download, print, and distribute to your students. Have students read, break the reading into sections, and complete the summaries and connections in their heads. Direct students to answer the Re-think questions. Share out the summaries, connections, and Re-Think answers. Check out a YouTube video demonstration of the Re-think Comprehension Strategy, using Little Red Riding Hood fairy tale to illustrate this strategy. The storyteller first reads the fairy tale without comment. Next,  the story is read once again as a think-aloud with interruptions to show how readers should re-think sections of the reading as they read to monitor and build comprehension.

If you have found this article to be helpful, check out the next comprehension strategy, “Interpret,” and the resources to teach this cueing strategy.

Want five FREE lessons to teach the SCRIP Comprehension Strategies plus a FREE set of SCRIP Posters and Bookmarks sent to your email?

Get the SCRIP Comprehension Strategies FREE Resource:

Intervention Program Science of Reading

The Science of Reading Intervention Program

The Teaching Reading Strategies (Intervention Program) is designed for non-readers or below grade level readers ages eight–adult. This full-year, 55 minutes per day program provides both word recognition and language comprehension instructional resources (Google slides and print). Affordable and evidence-based, the program features the 54 Sam and Friends Phonics Books–decodables for each lesson and designed for older students. The digital and print word recognition activities and decodables are also available as a half-year (or 30 minutes per day) option in The Science of Reading Intervention Program. Both programs include the easy-to-teach, interactive 5 Daily Google Slide Activities.



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