Part 2: Reading Comprehension Skill Issues & Strategies

STR Exam Study Set

Limited Vocabulary - Evidence

Struggles to understand key words or phrases

Limited Vocabulary - Instructional Strategy / Activity

Explicit vocabulary instruction (semantic maps, context clues, tier 2/3 word teaching)

Limited Vocabulary - Why it works

Builds word knowledge for grade-level texts

Difficulty Making Inferences - Evidence

Answers only literal questions

Difficulty Making Inferences - Instructional Strategy / Activity

inference practice (think-aloud, questioning: “why did the character…?)

Difficulty Making Inferences - Why it works

supports deeper understanding beyond literal meaning

Weak Literal Comprehension - Evidence

Misidentifies main ideas or details

Weak Literal Comprehension - Instructional Strategy / Activity

story mapping / graphic organizers

Weak Literal Comprehension - Why it works

organizes information and reinforces text structure understanding

Limited Background Knowledge - Evidence

cannot connect content to prior knowledge

Limited Background Knowledge - Instructional Strategy / Activity

pre-reading discussion and visuals (K-W-L charts, videos, discussions)

Limited Background Knowledge - Why it works

provides context for comprehension

Difficulty Identify Text Structures - Evidence

confused by cause/effect, compare/contrast, sequential texts

Difficulty Identify Text Structures - Instructional Strategy / Activity

teach text structures explicitly (signal words, graphic organizers)

Difficulty Identify Text Structures - Why it works

supports understanding for informational texts

Challenges with Text-Dependent Questions - Evidence

cannot cite evidence or explain reasoning

Challenges with Text-Dependent Questions - Instructional Strategy / Activity

evidence-based questioning practice (highlight, annotate, cite text)

Challenges with Text-Dependent Questions - Why it works

strengthens ability to support answers with text evidence

Limited Summarization / Synthesis - Evidence

retells with extra details or misses main ideas

Limited Summarization / Synthesis - Instructional Strategy / Activity

summarization strategies (main idea charts, 3-sentence summaries)

Limited Summarization / Synthesis - Why it works

encourages concise comprehension and deep understanding

Weak Meta Cognitive / Self Monitoring Skills - Evidence

skips difficult words; does not notice confusion

Weak Meta Cognitive / Self Monitoring Skills - Instructional Strategy / Activity

teach meta cognition (stop-and -check, rereading, self questioning)

Weak Meta Cognitive / Self Monitoring Skills - Why it works

helps monitor and repair comprehension breakdowns

Difficulty with Literary Elements - Evidence

Cannot identify character, plot, theme

Difficulty with Literary Elements - Instructional Strategy / Activity

story element instruction (story maps, interactive read-aloud)

Difficulty with Literary Elements - Why it works

builds understanding of story structure and author’s craft

Complex Syntax / Sentence Structures - Evidence

misinterpret long sentences

Complex Syntax / Sentence Structures - Instructional Strategy / Activity

sentence deconstruction and guided close reading

Complex Syntax / Sentence Structures - Why it works

supports understanding at literal and inferential levels