Summarising
Skilled readers constantly make selective decisions about what they read, using techniques of skimming and scanning to determine the key ideas and supporting details (Duke & Pearson, 2002).
By synthesising information, readers are combining their own knowledge with new ideas from the text and reinforcing new thoughts, opinions and perspectives (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
By synthesising information, readers are combining their own knowledge with new ideas from the text and reinforcing new thoughts, opinions and perspectives (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
Specific Pedagogies
Teachers can encourage students to summarise effectively through:
- locating key words and ideas
- thinking of an alternative ending
- reordering information
- documenting important ideas
- producing visual representations (e.g. semantic maps, flowcharts)
(Winch et al., 2011; Konza, 2011)
Ways to Adapt for Diverse Learners
Struggling readers, or those with a reading disability, may be able to recognise vocabulary and information within the text, however, sorting and organising key elements may prove difficult (Arthaud & Goracke, 2006). Additionally, recalling details can be a challenge as they often cannot distinguish between main concepts and supporting ideas, identify cause-and-effect relationships or sequence the events (Arthaud & Goracke, 2006).
Story Webbing
Story webbing involves creating a visual representation of a series of connected concepts or components of a story to organise and recall specific information within a text (Arthaud & Goracke, 2006).
This should be implemented through a scaffolded approach, using Pearson & Gallagher's Gradual Release of Responsibility Model (Arthaud & Goracke, 2006).
Story Webbing
Story webbing involves creating a visual representation of a series of connected concepts or components of a story to organise and recall specific information within a text (Arthaud & Goracke, 2006).
This should be implemented through a scaffolded approach, using Pearson & Gallagher's Gradual Release of Responsibility Model (Arthaud & Goracke, 2006).