7 reading strategies for primary and secondary

Anna Roslaniec
Anna Roslaniec
four children in a library smiling and pointing to a open book on a desk

Reading can transport students to new places, immerse them in incredible adventures and teach them more about the amazing world around them.

What’s more, in today’s globalized world our students are exposed to written English more and more every day. It’s essential they have the skills needed to be successful in this environment. Many students are also going on to study in English at university and require a number of academic reading skills.

It’s important you work on these areas in class to prepare learners for their future. Here are seven reading strategies to get you started including tips for both primary and secondary teachers.

1. Predicting what’s to come

Even before students start reading, we can use extra information on the page to get them thinking about the ideas and vocabulary they will find in the text. This encourages them to consider what they may already know about the topic. And, by adding an element of competition, we can also use it as a strategy to motivate them to read.

Divide the class into teams and write the title of the text on the board. Have them work in their teams and write ten words they predict will be in the text, based on the title.

After a few minutes, have teams swap lists and, as they read the text, check the words the other team correctly predicted.

If you are teaching primary, you can do the same activity using any images which accompany the text. Have students describe the image in pairs first and then work in teams to predict the article's content, as above.

2. Summarizing

This strategy can focus on both the general idea of the text (the gist), and the most important details within it.

To work on using summarizing for gist, give students a text and three short summaries of it, no longer than a sentence each. After students scan the text once, have them choose which of the three summaries best matches the general idea of the text.

Then, to practice these skills, have them work in pairs to produce a summary of the text they just read. This summary should be approximately one-fifth the length of the original text.

This not only encourages students to identify the text's main points but also requires them to use paraphrasing skills to put the ideas into their own words.

Note that primary learners may need your support to create a summary. It’s a good idea to create a gapped text which they can complete with the keywords of the text. This will also help build their vocabulary.

3. Identifying topic sentences

Whether your students are reading for gist or detail, a topic sentence can give them the necessary information. Topic sentences are found at the start of a paragraph and are frequently used in articles and academic research to give the reader the main idea of what is to come. If you are unsure what a topic sentence looks like, the first sentence of this paragraph is an example!

One idea to introduce students to the idea of topic sentences is to find a text with four or five paragraphs and remove the topic sentence from each.

Give the students the gapped text and the topic sentences and have them match each sentence to the correct paragraph. This will highlight how topic sentences provide a summary of the main idea of each paragraph.

This can be an effective task for both primary and secondary students, though it’s likely that primary students will be working with shorter texts. If you have a text with only three paragraphs, you can write a couple of distractor sentences to make the activity more challenging.

4. Comparing and contrasting

As with any aspect of language learning, if students can create a personal connection to the content, they will be more engaged and more likely to remember the information.

We can use compare and contrast questions with any text. For example, for texts which tell a personal story, we can ask:

  • How are you similar or different to this person?
  • What would you do in that situation?

For texts which talk about a particular issue, we can ask:

  • Do you think this is a problem in your country?
  • What would you do in this situation?

Students of any age should be allowed to reflect on their learning and have the chance to empathize with the people and situations they read about. Even for younger learners, questions can be graded to their level to allow them to compare their experiences to the content of the text.

5. Understanding numbers

Non-fiction texts often include a lot of facts and figures and it’s important that students are able to understand what these numbers mean so they can really understand the text.

Our younger learners might need help appreciating long distances or large quantities, so providing them with something more tangible can help them greatly.

When working with distances and sizes, try to use familiar locations, such as the length of the school playground or the area of the classroom, and compare these locations to the measurement in the text.

Similarly with quantities, find something which students can relate to easily. For example, if a text talks about the number of people, compare that amount to the number of students in the class.

6. Working with vocabulary

Teaching students how to use a dictionary is important, but it’s also essential that students can use other skills to understand new words when they can’t reach for a dictionary.

As teachers, it’s important for us to identify the keywords in a text which we want students to remember and use after the lesson. You may choose to pre-teach this vocabulary so that students can approach the reading with a good understanding of the key lexis.

However, there may be times when you want students to predict the meaning – of key and subsidiary vocabulary – from the context. It’s helpful to teach students to read around unfamiliar words as this helps them to identify the type of word it is (noun, verb, adjective, and so on), which helps them understand a particular word’s meaning within a sentence.

7. Separating fact and opinion

While many texts our students read are factual, there will be times when they also need to distinguish between fact and opinion.

Sometimes, we can infer the writer’s attitude towards a topic by looking at the type of language they use and identifying whether words are neutral, or if they give us clues as to the writer’s opinion. This can be a difficult distinction for our students to make but we can do activities with the students to raise their awareness.

Take a subject students are likely to have different opinions about, such as a famous footballer. Ask the students to tell you about that person, then categorize the words they give you as to whether they provide a fact or an opinion. Words such as tall, Brazilian and blue eyes would be facts about the player. Whereas amazing, stupid or the best player ever would show their opinion.

More blogs from Pearson

  • A couple smiling at eachother on a bridge in London with the river behind them

    9 slang terms from across the UK

    By Charlotte Guest

    The English language is a fascinating mix of regional dialects and unique slang, shaped by centuries of history and cultural influences. Throughout its long history, the UK has had many invasions and visitors. From the Romans in ancient Londinium to the rolling hills of the Saxon heartland, and from the Viking raiders of the north to the Norman conquerors of the south, each wave of historical influence has shaped the dialects of the UK. Each region of the United Kingdom has its own distinct flavor of language and accent. Today, we embark on a slang tour to explore some of the expressions from different regions.

  • A woman sat at a laptop with a headset smiling, with a bunch of mini flags on the desk next to her

    Unlocking the power of multilingualism: Celebrating European day of languages

    By Pearson Languages

    Language is not only a tool for communication but also a means to explore and comprehend diverse cultures, traditions, and perspectives. Europe, with its vast array of languages, is a prime example of this linguistic diversity. Each year on September 26th, Europe observes the European Day of Languages, which is a day solely dedicated to celebrating and embracing this linguistic richness.

    Europe is a magnificent tapestry of languages, with over 200 spoken throughout the continent. This diversity is a symbol of the rich cultural heritage of each nation and reminds us of the intricate historical, social, and linguistic elements that mold our identities. The European Day of Languages inspires people to cherish and honor this linguistic heritage.

    Why September 26th?

    September 26th marks an important date for celebrating linguistic diversity and promoting multilingualism. This day commemorates the adoption of the "European Charter for Regional or Minority Languages" by the Council of Europe in 1992, a crucial document that recognizes and safeguards the linguistic rights of minority languages spoken within European countries. By celebrating the European Day of Languages on this date, it renews our commitment to supporting the rich diversity of languages and cultures that make our world a more vibrant and fascinating place.

    What type of events happen?

    Language Exchanges

    The European Day of Languages offers language learners a chance to participate in language exchanges, which is an exciting opportunity. During such exchanges, learners from diverse backgrounds partner up and teach each other their native languages. This not only helps improve language skills but also promotes intercultural understanding.

    Language Workshops

    Various European cities offer language workshops led by enthusiasts and experts, providing an introduction to different languages.

    Multilingual Storytelling

    Storytelling is an incredibly effective tool for learning languages. Libraries, schools, and cultural centers hold multilingual storytelling sessions, where stories from different cultures are shared in their original languages. This helps both children and adults to better understand and appreciate the beauty of linguistic diversity.

    Film Screenings

    Cinema provides a wonderful opportunity to explore different languages and cultures. Throughout Europe, foreign films are often shown with subtitles, enabling viewers to fully immerse themselves in new linguistic worlds.

    Cultural Exhibitions

    Museums often showcase exhibitions highlighting the linguistic and cultural heritage of various regions, providing insight into the history and traditions of different languages.

    Language Cafés

    Cafés and restaurants might offer special menus featuring diverse cuisines and multilingual staff – a delightfully tasty way to explore languages and cultures.

    Games and Competitions

    Language-based games and competitions, such as crossword puzzles and spelling bees, are organized in schools and communities to provide a fun and educational way to celebrate language.

    If you are a teacher hoping to celebrate this occasion make sure to check here for ideas on what to do.

    Check out what events are happening near you here.

    Just like the European day of Languages, we at Pearson Languages are fully committed to empowering and celebrating language learners and educators alike. That's why we are now supporting French, Italian, and Spanish language learning with the Global Scale of Languages (GSL). With these new language learning frameworks at your fingertips, you can confidently design curriculums and personalize learning pathways to help fast-track your learners’ progress and help your learners be themselves in French, Italian and Spanish.

    Whether you're a teacher, a language learner, or simply someone who appreciates the beauty of languages, the European Day of Languages and the GSL provide exciting opportunities to explore, learn, and enjoy the rich tapestry of Europe's linguistic heritage.

    Find out more about the Global Scale of Languages

  • Children running outside together with balloons

    5 quick and easy ESL games for teaching young learners

    By Pearson Languages

    Can we play a game? How many times have you been asked this in class? And how often do you say Yes? Young learners love to play games, and if you choose the right ones, they can have a hugely beneficial impact on their learning.

    As well as being fun, games can provide learners with necessary language practice, as well as lowering the affective filter (i.e. anxiety, fear, boredom and other negative emotions that can all impact learning). Games also foster a positive, relaxed environment.

    So are you ready to play? Here are a few tried and tested games that work especially well in the primary classroom. Each game is designed to consolidate and review the language students have been learning, and take from 5 to 15 minutes. The games are flexible enough for you to adapt them to different levels, age groups and skills.