Using reading comprehension strategies for nonfiction text is used by the teachers based on various factors to make the students understand their lessons better. The age of the students, their capabilities and the concept to be understood determine the strategies to be used. The strategies that can be used for fictional text cannot be used for the nonfictional texts too.

When dealing with nonfiction text, the bolded prints and the graphics used in the books can help them to understand the concept better. When the actual text reading takes place, it is possible for the students to find it difficult to understand a few words. So, using the words in various other scenarios, before the actual reading takes place is a good option.

For instance, when geographical lessons are taught, the students come across words like topography. The teacher needs to introduce the words in other scenarios before the reading comprehension takes place. The students should be asked to comment on the text, and they should be encouraged to make a connection with the previously read lessons. This gives a complete understanding. Finally, the teacher needs to ask open and close-ended questions to evaluate the understanding of the students.

Understanding the concepts

A nonfiction text helps the students to make understand a concept. But understanding them is not easy. So the teachers should encourage the students to use the maps, graphs, bolded text, give examples and other aids present at the end of the chapter. For toddlers and infants, special education is required to help these children develop their skills in line with their young ages.

These should be used during the reading of comprehension to ensure that better understanding is possible for the students. Students should also be asked to make a list of vocabulary that is bolded in the text. This previewing helps the students to know about these even before the reading comprehension starts.

While reading the text, the students should be asked to write down the questions, connections and the comments on the text that has been read. The students should be asked to note these down in a notebook and not on the actual textbook. Use of sticky notes can make this interesting. Check out also this article titled Inspiration for Reading and Writing.

The student who has a question can put a sticky note on the board. The students who know the answer can come forward and explain. In case, no student can answer, then the teacher can explain. Though many do not want to spend time reading the text in advance, it is the teacher’s duty to ensure that the students have gone through the text.

Using these strategies with other techniques:

These three steps make the various Reading Comprehension Strategies highly successful. You can even replace the step of reading the comprehension of visualization. When the children have gone through the text, done a prior reading, the visualization explains a lot more to them. See also this post about reading essentials for 6 to 9-year-olds.

Next, they can also come up with new ideas, and the questions to ask for more info can be multiple. The same is the case with the use of the strategies for fictional text. You need to understand that however fictional text can employ strategies like role playing too.