Comprehension Strategies

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Why it works

Research shows that teaching comprehension strategies (predicting, questioning, visualizing, making inferences, summarizing, and comprehension monitoring) can help students approach text more actively and make their thinking visible, and that explicit strategy instruction (model, guided practice, independent use) is effective. But research is also clear that these strategies show diminishing returns with extended drilling, and that comprehension depends far more on knowledge, vocabulary, and lots of reading than on strategy practice. The implication: teach a few strategies well but efficiently, then spend the bulk of time reading, building knowledge, and discussing text, rather than drilling strategies endlessly.

The research: Research on comprehension strategy instruction (Willingham; NRP).

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: teach a few strategies, briefly and well

Teachers leave teaching a few strategies efficiently, then prioritizing reading.

Pick a few comprehension strategies worth teaching (predicting, questioning, inferring, summarizing, monitoring).
Teach them explicitly (model, guided practice, independent use).
Teach them efficiently, not endlessly.
Spend the bulk of time reading, building knowledge, and discussing text.

A few strategies, briefly, then readComprehension strategies help, taught well but briefly. Teach a few explicitly, then spend most time reading, building knowledge, and discussing text, which matter more.

Facilitator notes

Teach a few strategies explicitly, and keep it efficient, not endless.
Knowledge and reading matter more.
Spend most time reading and discussing.

Endless strategy drilling crowds out what matters moreDrilling comprehension strategies all year shows diminishing returns and crowds out reading and knowledge-building. Teach a few briefly, then read widely.

Adapt it

Elementary: model a few strategies, practice, read.
Secondary: strategies briefly, then disciplinary reading.
All settings: a few strategies explicitly, then read and build knowledge.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Comprehension Strategies: a few, briefly, then read

Balance: a few strategies taught explicitly, then the bulk of time reading, building knowledge, and discussing text.

The few comprehension strategies worth teaching:
How I teach them explicitly (model, practice):
How I keep it efficient, not endless:
How I spend the bulk of time reading and building knowledge:
Where strategy drilling has crowded out reading:

Make it stick

A few, then read:

Teach a few strategies briefly.
Then read and build knowledge.
Bring a balanced approach to the next PLC.

Common questions

Should I teach comprehension strategies?

Yes, a few, well but briefly. Predicting, questioning, visualizing, inferring, summarizing, and monitoring give students tools. But do not drill them endlessly, they show diminishing returns, and knowledge and reading matter more.

Which strategies matter?

A handful: predicting, questioning, visualizing, inferring, summarizing, and comprehension monitoring. Teach them explicitly (model, practice), then move on to reading and building knowledge.

Why not drill strategies all year?

Because strategies help only up to a point, and extended drilling crowds out the reading, knowledge, and vocabulary that drive comprehension far more. Teach a few briefly, then read widely.