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

  • Image of a woman with a headset looking at her laptop

    Picking the right PTE test: PTE Core vs PTE Academic

    By Pearson Languages

    Reading time: 3 minutes

    When preparing to prove your English proficiency—be it for studying abroad, immigration, or professional goals—selecting the right test is extremely important. PTE, renowned worldwide for its English language assessments, offers various tests catering to different needs, including PTE Core and PTE Academic.

    This blog post aims to clarify the differences between these two tests, helping you pick the test that aligns more with your aspirations.

    Understanding PTE Core and PTE Academic

    PTE is a world-leading provider of English language tests, trusted by universities, colleges, governments and professional bodies across the globe. Test scores are accepted in many countries, but which test you choose depends on where you want to go and your reasons why.

    What is PTE Core?

    PTE Core is the test you need to achieve your Canadian dream, approved for economic visa categories. But if you are looking to study in Canada, that is where PTE Academic comes in, approved for both SDS and non-SDS routes.

    PTE Core invites you to experience a test structure designed to assess your general English skills, as opposed to your Academic English, in a short, computer-based format. PTE Core evaluates all language skills—reading, writing, listening and speaking—in one seamless test.

    What is PTE Academic?

    PTE Academic is often the pathway to enrolment for students wanting to study at top universities. Specifically tailored for the academic environment, PTE Academic scores are widely recognized by institutions and are also accepted for visa purposes by the Australian, New Zealand, and UK Visas and Immigration Service. If your destination is higher education or a professional license abroad, PTE Academic is your way in.

    It's also praised for its ability to accurately reflect the speaking abilities of introverts, making it a considerate option for different personality types.

    Test features and acceptance

    When choosing the PTE test you need, consider the following features:

    Test format

    Both PTE Core and PTE Academic offer a computer-based test, which is excellent news for those who prefer not to have the extra stress of speaking to an examiner. Both tests are split up into three parts: Part 1: Speaking & Writing, Part 2: Reading, and Part 3: Listening.

    Speed of results

    With both tests, the results arrive rapidly—typically in just two business days—due to PTE's unique combination of AI scoring and human expertise that also strives to reduce bias.

    Global recognition

    An impressive list of institutions worldwide recognizes PTE Academic. Its scores are specifically sought after in the academic arena and by Australian, New Zealand, and UK visa authorities. Accepted by over 300 universities across the world, PTE Academic is the English test you need if you are looking to study overseas.

    It is also accepted by the Australian and New Zealand governments for migration visas, so it is the test of choice if that is your dream destination.

    PTE Core is recognized by the Canadian government (IRCC) for all economic visas and permanent residency applications.

    Preparation and support

    For those looking to prepare ahead of the test, be it PTE Academic or PTE Core, Pearson offers a range of supporting resources so you can put your best foot forward on test day.

    For PTE Academic, this includes five unique scored practice tests to give you a feel for the full test experience, what to expect, the type of questions that will be asked, and other unique resources.

    For PTE Core, there is a taster test you can try out your skills on, an online course, a handbook, and much more.

    Finding your best fit

    The choice between PTE Core and PTE Academic ultimately hinges on your future plans and destination country.

    To make an informed decision, check out PTE's useful links, which clarify destinations and requirements.

    How do I start studying for PTE?

    Embarking on the journey to master PTE begins with understanding your current level and building a solid study plan tailored to your needs. Arm yourself with our extensive resources, including practice tests and preparation books, to familiarize yourself with the question types and formats you'll encounter.

  • Two coworkers stood in a office looking at a tablet together.

    Evaluating the ROI of language learning for DEI Initiatives

    By Pearson Languages
    Reading time: 5 minutes

    Language learning has become a pivotal component of Diversity, Equity, and Inclusion (DEI) strategies in forward-thinking organizations, especially for those with international workforces or those working to unlock new markets across the globe.

    As businesses increasingly prioritize workforce development and social responsibility, integrating language training into DEI programs offers several advantages:

    • Enriching team morale and employee well-being.
    • Increasing employee engagement, loyalty and trust.
    • Delivering fresh ideas and fostering innovation.
    • Enhancing problem-solving and decision-making capabilities.
    • Strengthening customer relationships and amplifying brand reputation.
  • A teacher sat with students at a table, the students are using tablets.

    Benefits of using tablets in the primary classroom

    By Jacqueline Martin

    Reading time: 5 minutes

    Interactive whiteboards, PCs and laptops are common in many schools worldwide, but have you ever considered using tablets in your young learners' classes? 

    Tablets can be used for many things. Online research, watching and creating videos, playing games, and digital storytelling are just a few examples. Of course, there's also the added environmental benefit of going paper-free.

    In this post, we're going to explore some of the reasons why using tablets can be beneficial in the young learner's classroom and what to consider before you do so.

    What are the benefits of using tablets in class?

    1. Facilitating engagement

    With good direction from the teacher, tablets can emulate natural social interaction and interactivity. They can also offer problem-solving activities, set achievable goals and provide instant feedback.

    Moreover, when young learners are truly engaged in an activity, it may be perceived as effortless - and they learn and use their second language (L2) without even realizing it. 

    2. Introducing authenticity and autonomy

    In terms of content, tablets allow us to bring the real world into the classroom at the tap of a screen. We can provide learners with authentic materials via level-and-age-appropriate videos and real-life communication. As well as interaction with other teachers and learners through teams or by using a secure app such as Stars private messaging. 

    Tablets also promote learner autonomy. They are easy to use, allowing us to take a step back and let our students work at their own pace, being on stand-by as a facilitator when students require help or a little push in the right direction.

    3. Promoting creativity, communication and inclusion

    Nearly all tablets have a webcam and voice recorder, which means that learner-generated content can be created easily - even without dedicated software. 

    You can have your students make their own vlogs (video diaries), ebooks, comics, cartoons and movie trailers. All you need to do is to install apps such as Book Creator or this series of apps specifically designed for very young learners from Duck Duck Moose. While these apps have been created for 'fluent-speaker' classrooms, they can easily be adapted to an ELT context.

    Tablets also promote communication. This can help improve students' L2 oral skills at any level, when the teacher is there to support and guide them.

    One of the greatest advantages of a tablet as opposed to a computer is that anyone can use one and they are much more portable. 

    For students with special educational needs, tablets can be an essential learning tool and they can also be used by students with low-level motor skills, such as very young learners. Similarly, tablets can work really well with multi-level classes, as they allow you to offer differentiated materials, activities and support where necessary.

    4. Enabling online assessment 

    Tablets can also facilitate interactive online exams or help measure progress. Tests such as 'English Benchmark - Young Learners' are designed with primary learners in mind, to be taken anytime, anywhere. Its game-like format engages students and takes the fear out of being assessed. It also provides instant feedback to the teacher with informative reports and advice for future study. 

    5. Building relationships with caregivers

    Finally, as with any online content, tablets allow you to connect with our learners outside the classroom. You can quickly send links to classwork and feedback to the children's caregivers, fostering a positive relationship and a greater interest in their child's progress and learning. 

    Tips for using tablets in class

    Before implementing the use of tablets in your classroom, there are some things you should consider. Here are some useful tips that will help you gain the maximum benefit from tablets.

    Usability:

    • Decide what you are going to use the tablets for and when. Are you going to allow students to use the tablets for all parts of the lesson or only for specific activities? This may depend on the number of tablets you have available.
    • Use technology to improve an activity or design new activities that would not be possible without the tech, rather than using it to carry on as normal. Think about when a tablet will help learners do something they wouldn't be able to do without one, e.g., make a video or create and share a piece of writing with the whole class.
    • Think about using tablets for creation rather than consumption. Your students can (and probably do) spend a fair amount of time consuming videos in their free time. Whether they do this in English or not is another story, but in the classroom, students should use the language as much as possible (see the next point).
    • Use the tablets for collaborative tasks that require social interaction and communication. It's unlikely that you will have one tablet per student. Make the most of this limitation by having students work in pairs or small groups. Students can use their own devices individually outside the classroom.
    • Try to incorporate tablets into regular classroom activities and interactions. Avoid making them a "reward" or just for "games". Even if games are part of your planned tablet usage, make it clear that students are playing them in order to learn English. Encourage students to think of the tablet as a tool to help them on their learning journey.

    General tips

    • Try out any apps or widgets before asking students to use them. If necessary, make or find a step-by-step tutorial to help students use an app. There's nothing worse than having a class of twenty-five students all raising their hands at the same time because they don't know where to start.
    • Have clear rules and guidelines for tablet use. Educate students about using the equipment responsibly. Do this before you hand out tablets the first time.
    • Provide students and parents with a list of recommended apps to continue their home learning. Whether you have a class set of tablets or are using BYOD (Bring Your Own Device), many students will have access to a tablet or mobile phone at home, which they can use for further practice. Students will likely be motivated to continue playing games at home and may wish to show their parents and friends any content they've created in class.

    Practicalities

    • Consider the hardware and technical requirements. Do you need a Wi-Fi connection? How many devices will you have? Which apps and programs do you want to use? 
    • Ensure the features and apps you plan to use suit the age group you're teaching. Do some research, and if possible, choose apps designed for educators, avoiding freebie apps that may contain advertising. Block any websites you think unsuitable and install a search engine with child-friendly filters.
    • Set the language of the devices to English. Even if your students are very young, they'll pick up useful language and will be more inclined to use English as they are using the tablet.
    • Decide where you will keep the tablets and how they will be maintained. How often and where will they be charged? 
    • Think about how you can flexibly set up your classroom to incorporate collaborative tablet use. Move tables together to make group work easier. Create workstations or even have cushions or bean bags in a corner of the classroom.

    Using tablets to assess student progress with Benchmark

    With the right software, tablets can allow us to conduct formative assessments through immediate feedback and learning analytics. 

    We have developed our own English-language test for children aged 6 to 13 in an app designed specifically for tablet use. This fun, game-like test is highly motivating and assesses all four skills in a relaxed environment, removing the stress of traditional exams. It also allows you to see where each learner needs more improvement, providing recommendations on what to teach next and suggested activities in selected Pearson courseware.

    Find out more information about the English Benchmark test.