Readers fail to understand text because they lack cueing strategies to prompt effective interaction with what the text says. Reading research is clear that readers who internally monitor their own reading with self-questioning strategies understand and retain textual information far better than readers who simply passively read text. These cueing strategies to increase reading comprehension are more efficiently “taught,” rather than just “caught.”
The five SCRIP reading comprehension strategies teach readers how to independently interact with and understand both narrative and expository text to improve reading comprehension. The SCRIP acronym stands for Summarize, Connect, Re-think, Interpret, and Predict.
Take the time to explicitly teach and model the five strategies. Emphasize one strategy at a time on a given text. Use both narrative and expository texts to demonstrate how the SCRIP Comprehension Strategies can be applied to any reading. Have students practice verbalizing and writing down the SCRIP strategy responses. Post a SCRIP chart or make SCRIP bookmarks for student reference.
Summarize means to put together the main ideas and important details of a reading into a short-version of what the author has said. A summary can be of an entire reading, but it is more useful to summarize more than once at key transition points in the author’s train of thought. It frequently requires the reader to skim that part of the reading once more.
Connect means to notice the relationship between one part of the text with another part of the text. The parts may compare (be similar) or contrast (be different). The parts may be a sequence (an order) of events or ideas. The parts may respond to other parts of the text, such as to provide reasons for or effects of what came before in the reading. Next, Connect also means to examine the relationship between one part of the text with something outside of the text. It could be something from another book, movie, television show, or historical event. Finally, Connect also means to see the relationship between one part of the text with your own personal experience. You may have had a similar experience in your own life to that described in the text.
Re-think means to re-read the text when you are confused or have lost the author’s train of thought. Reviewing what has just been read will improve understanding. You may even understand what the author has said in a different way than how you understood that section the first time reading it.
Interpret means to focus on what the author means. Authors may directly say what they mean right in the lines of the text. They also may suggest what they mean with hints to allow readers to draw their own conclusions. These hints can be found in the tone (feeling/attitude) of the writing, the word choice, or in other parts of the writing that may be more directly stated.
Predict means to make an educated guess about what will happen or be said next in the text. A good prediction uses the clues presented in the reading to make a logical guess that makes sense. Good readers check their predictions with what actually happens or is said next.
Using the SCRIP reading comprehension strategies will make a difference in the reading abilities of your students.