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Reading is a skill many people take for granted, but the act of reading and properly comprehending a text is a complex and interactive process. It requires several different brain functions to work together and most often requires one to puzzle through multiple layers of context and meaning.

Because reading comprehension is so complicated, we can often find ourselves understanding the most basic interpretation of a text, but missing the emotional core or the "big picture." Or we might just find our brains spinning with no clue at all as to what a text is attempting to convey.

But luckily for everyone who struggles in English classes, on standardized tests, or in daily life, reading comprehension can be improved upon (and it's never too late to start!). In this guide, I explain step-by-step how to improve reading comprehension over time and offer tips for boosting your understanding as you read.

What Is Reading Comprehension?

Reading comprehension is the understanding of what a particular text means and the ideas the author is attempting to convey, both textual and subtextual. In order to read any text, your brain must process not only the literal words of the piece, but also their relationship with one another, the context behind the words, how subtle language and vocabulary usage can impact emotion and meaning behind the text, and how the text comes together as a larger, coherent whole.

For instance, let's look at the first line from Jane Austen's novel, Pride and Prejudice :

"It is a truth universally acknowledged, that a man in possession of a good fortune, must be in want of a wife."

Now, a completely literal interpretation of the text, just based on word-meaning, would have us believe that 'all rich men want wives.' But the context, word choice, and phrasing of the text actually belie that interpretation. By using the phrases "universally acknowledged" and " must be in want of" (emphasis ours), the text is conveying a subtle sarcasm to the words. Instead of it being an actual truth that 'rich men want wives,' this one sentence instantly tells us that we're reading about a society preoccupied with marriage, while also implying that the opening statement is something people in that society may believe, but that isn't necessarily true.

In just a few short words, Austen conveys several ideas to the reader about one of the main themes of the story, the setting, and what the culture and people are like. And she does so all the while seeming to contradict the literal words of the piece.

Without practice in reading comprehension, nuances like these can become lost. And so it can happen that someone may find themselves reading, but not truly comprehending the full meaning of a text.

As you can see, reading comprehension involves many processes happening in your brain at once, and thus it can be easy for some aspects of a text to get lost in the muddle. But the good news for anyone who struggles is that reading comprehension is a skill just like any other. It must be learned through practice, focus, and diligence, but it absolutely CAN be learned.

Why Reading Comprehension Is Important

Proper reading comprehension can be difficult, so why bother? Even though learning how to properly read and comprehend texts is a complicated process, it is a necessary skill to master, both for work and for pleasure.

You will need to know how to read and interpret all kinds of different texts—both on the basic, literal level and on a more in-depth level—throughout your schooling, in college, and in the working world (as well as in your recreation time!). If we think about "reading" just as a literal or surface understanding of a piece and "reading comprehension" as the complete understanding, a person can only get by in the world on pure "reading" for so long.

Reading comprehension is essential for many significant aspects of daily life, such as:

Reading, understanding, and analyzing literature in your English classes
Reading and understanding texts from your other class subjects, such as history, math, or science
Doing well on both the written and math sections of the SAT (or all five sections of the ACT)
Understanding and engaging with current events presented in written form, such as news reports
Properly understanding and responding to any and all other workplace correspondence, such as essays, reports, memos, and analyses
Simply taking pleasure in written work on your own leisure time

Just like with any goal or skill, we can master reading comprehension one step at a time.

How to Improve Reading Comprehension: 3 Steps

Because reading comprehension is a skill that improves like any other, you can improve your understanding with practice and a game plan.

Dedicate yourself to engaging in a combination of both "guided" and "relaxed" reading practice for at least two to three hours a week. Guided practice will involve structure and focused attention, like learning new vocabulary words and testing yourself on them, while relaxed practice will involve merely letting yourself read and enjoy reading without pressure for at least one to two hours a week. (Note: if you already read for pleasure, add at least one more hour of pleasure-reading per week.)

By combining reading-for-studying and reading-for-pleasure, you'll be able to improve your reading skill without relegating reading time to the realm of "work" alone. Reading is a huge part of our daily lives, and improving your comprehension should never come at the cost of depriving yourself of the pleasure of the activity.

So what are some of the first steps for improving your reading comprehension level?

Step 1: Understand and Reevaluate How You're Currently Reading

Before you can improve your reading comprehension, you must first understand how you're currently reading and what your limitations are.

Start by selecting excerpts from different texts with which you are unfamiliar—text books, essays, novels, news reports, or any kind of text you feel you particularly struggle to understand—and read them as you would normally. As you read, see if you can notice when your attention, energy, or comprehension of the material begins to flag.

If your comprehension or concentration tends to lag after a period of time, start to slowly build up your stamina. For instance, if you continually lose focus at the 20 minute mark every time you read, acknowledge this and push yourself to slowly increase that time, rather than trying to sit and concentrate on reading for an hour or two at a stretch. Begin by reading for your maximum amount of focused time (in this case, twenty minutes), then give yourself a break. Next time, try for 22 minutes. Once you've mastered that, try for 25 and see if you can still maintain focus. If you can, then try for thirty.

If you find that your concentration or comprehension starts to lag again , take a step back on your timing before pushing yourself for more. Improvement comes with time, and it'll only cause frustration if you try to rush it all at once.

Alternatively, you may find that your issues with reading comprehension have less to do with the time spent reading than with the source material itself. Perhaps you struggle to comprehend the essential elements of a text, the context of a piece, character arcs or motivation, books or textbooks with densely packed information, or material that is heavily symbolic. If this is the case, then be sure to follow the tips below to improve these areas of reading comprehension weakness.

Improving your reading comprehension level takes time and practice, but understanding where your strengths and weaknesses stand now is the first step towards progress.

Step 2: Improve Your Vocabulary

Reading and comprehension rely on a combination of vocabulary, context, and the interaction of words. So you must be able to understand each moving piece before you can understand the text as a whole.

If you struggle to understand specific vocabulary, it's sometimes possible to pick up meaning through context clues (how the words are used in the sentence or in the passage), but it's always a good idea to look up the definitions of words with which you aren't familiar. As you read, make sure to keep a running list of words you don't readily recognize and make yourself a set of flashcards with the words and their definitions. Dedicate fifteen minutes two or three times a week to and quizzing yourself on your vocab flashcards.

To get started, you'll need some blank index cards and a system to keep them organized. These basic cards are an affordable option that are also available in fun colors . You can keep them organized with plastic baggies or rubber bands, or you can get an organizer .

Alternatively, try these easy-flip flashcards that include binder clips. Though we strongly recommend making your own flashcards, you can also buy pre-made ones —the best option is Barron's 1100 Words You Need to Know , a series of exercises to master key words and idioms.

In order to retain your vocabulary knowledge, you must employ a combination of practiced memorization (like studying your flashcards) and make a point of using these new words in your verbal and written communication. Guided vocabulary practice like this will give you access to new words and their meanings as well as allow you to properly retain them.

Step 3: Read for Pleasure

The best way to improve your reading comprehension level is through practice. And the best way to practice is to have fun with it!

Make reading a fun activity, at least on occasion, rather than a constant chore. This will motivate you to engage with the text and embrace the activity as part of your daily life (rather than just your study/work life). As you practice and truly engage with your reading material, improvement will come naturally.

Begin by reading texts that are slightly below your age and grade level (especially if reading is frustrating or difficult for you). This will take pressure off of you and allow you to relax and enjoy the story. Here are some fun, easy reads that we recommend to get you started:

Aru Shah and the End of Time by Roksani Chokshi
Brown Girl Dreaming by Jacqueline Woodson
Ghost by Jason Reynolds
The Westing Game by Ellen Rankin
From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg
The Parker Inheritance by Varian Johnson
I Am Malala by Malala Yousafzai
Harry Potter and the Sorcerer's Stone by J.K .Rowling

Once you feel more comfortable reading and practicing your comprehension strategies (tips in the next section), go ahead and allow yourself to read at whatever reading or age level you feel like. Even if you feel that you don't understand some of the text right now—or even a large portion of it!—if you enjoy yourself and give it your best shot, you'll find that your reading comprehension levels will improve over time.

Reading these problematic passages aloud can often help circumvent that block and help you to form a visual of what the text is trying to convey.

Tip 3: Re-read (or Skim) Previous Sections of the Text

For the most part, reading is a personal activity that happens entirely in your head. So don't feel you have to read just like anyone else if "typical" methods don't work for you. Sometimes it can make the most sense to read (or re-read) a text out of order.

It is often helpful to glance backwards through a piece of text (or even re-read large sections) to remind yourself of any information you need and have forgotten—what happened previously, what a particular word means, who a person was...the list is endless.

Previous sentences, sections, or even whole chapters can provide helpful context clues. Re-reading these passages will help to refresh your memory so that you can better understand and interpret later sections of the text.

Tip 4: Skim or Read Upcoming Sections of the Text

Just like with the previous step, don't feel that the only way to read and understand a text is to work through it completely linearly. Allow yourself the freedom to take apart the text and put it back together again in whichever way makes the most sense to you.

Sometimes a current confusion in a work will be explained later on in the text, and it can help you to know that explanations are upcoming or even just to read them ahead of time.

So skip forward or backwards, re-read or read ahead as you need to, take the piece in whatever order you need to in order to make sense of the text. Not everyone thinks linearly, and not everyone best understands texts linearly either.

Tip 5: Discuss the Text With a Friend (Even an Imaginary Friend)

Sometimes discussing what you know so far about a text can help clear up any confusion. If you have a friend who hasn't read the text in question, then explain it to them in your own words, and discuss where you feel your comprehension is lacking. You'll find that you've probably understood more than you think once you've been forced to explain it to someone who's completely unfamiliar with the piece.

Even if no one else is in the room, trying to teach or discuss what a passage says or means with "someone else" can be extremely beneficial. In fact, software engineers call this technique "rubber duck debugging," wherein they explain a coding problem to a rubber duck. This forces them to work through a problem aloud, which has proven time and time again to help people solve problems. So if a piece of text has your head spinning from trying to work through it by yourself, start chatting with your nearest friend/pet/rubber duck. You'll be surprised with how much easier it is to understand a text once you've talked it through with someone.

Even if that someone is a duck.

The Take-Aways

Improving reading comprehension takes time and effort, but it can be done. Be patient with yourself, work through your reading comprehension steps, and try not to get frustrated with yourself if you feel your progress is slow or if you feel you're "falling behind." You will utilize your reading skills throughout your life, so go at a pace that works for you, and take care to maintain that balance between reading for pure pleasure and reading for dedicated improvement.

As you begin to incorporate more and more reading into your daily life, you'll find that comprehension will become easier, and reading will become more fun. In every piece of text, there are worlds of meaning to explore, and learning how to uncover them can be the ultimate rewarding journey.

What's Next?

Can't get enough reading? Whether as part of your reading practice or just for fun, check out our picks for the 31 best books to read in high school.

Problems with procrastination? Whether you're studying for the SAT's or studying your reading comprehension vocabulary check out how to beat procrastination and get your studies back on track.

Want to earn better grades? Our guide will help you get that 4.0 you're striving for .

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download them for free now:

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

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Courtney scored in the 99th percentile on the SAT in high school and went on to graduate from Stanford University with a degree in Cultural and Social Anthropology. She is passionate about bringing education and the tools to succeed to students from all backgrounds and walks of life, as she believes open education is one of the great societal equalizers. She has years of tutoring experience and writes creative works in her free time.

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

Reading Comprehension Worksheets Grades 1 - 10

Use our free, printable reading comprehension passage exercises to improve your student's reading skills! Recognizing letters and words is an important first step in learning to read. However, it is only a first step; it is vital that students comprehend, or understand, what they are reading. They must be able to get the meaning of the text: What is the author telling the reader? This is reading comprehension, and it is an essential skill for success in school and in the real world. Below are our reading comprehension worksheets grouped by grade, that include passages and related questions. Click on the title to view the printable activities in each grade range, or to read the details of each worksheet. They are free for use in the home or in the classroom. Be sure to check out our spelling words activities too!

1st Grade Reading Comprehension Worksheets

This 36 week first grade worksheet program for reading comprehension provides grade-appropriate passages and related questions, and can be used for other grades as appropriate.

2nd Grade Reading Comprehension Worksheets

This 36 week second grade worksheet program for reading comprehension provides passages and questions that are grade appropriate, but can be used with additional grades.

3rd Grade Reading Comprehension Worksheets

The 36 week third grade worksheet program for reading comprehension that we’ve organized here provides reading passages and activities designed for 3rd grade but can be used for other grades.

4th Grade Reading Comprehension Worksheets

The 36 week fourth grade comprehension program that is included here provides reading passages and questions that are grade appropriate, but can be used with additional grades.

5th Grade Reading Comprehension Worksheets

The 36 week fifth grade comprehension program provides passages and related questions that are grade appropriate, but can be used with additional grades.

6th Grade Reading Comprehension Worksheets

7th Grade Reading Comprehension Worksheets

8th Grade Reading Comprehension Worksheets

9th - 10th Grade Reading Comprehension Worksheets

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Critical Thinking Reading Comprehension Worksheets

Take these as online quizzes here!

Short Story Reading Comprehension Worksheets

Beginning Level
Answers for this series are included at the end of each worksheet.
"My Friend" - Low Beginning. 3 answer choices. 7 questions. 74 words.
"My House" - Low Beginning. 3 answer choices. 7 questions. 92 words.
"Time to..." - Low Beginning. 4 answer choices. 11 questions. 89 words.
"My Family" - Low Beginning. 4 answer choices. 6 questions. 90 words.
"Rainy Day" - Low Beginning. 4 answer choices. 5 questions. 78 words.
"A Call to the Pool" - Low Beginning. 4 answer choices. 5 questions. 116 words.
"The Singing Bird" - Low Beginning. 4 answer choices. 5 questions. 96 words.
"Seeing Stars" - Low Beginning. 4 answer choices. 8 questions. 92 words.
"I Fly" - Low Beginning. 4 answer choices. 4 questions. 113 words.
"The Drive" - Mid Beginning. 4 answer choices. 10 questions. 120 words.
"Zach's Animals" - Mid Beginning. 4 answer choices. 10 questions. 104 words.
"Griffin's Talents" - Mid Beginning. 4 answer choices. 9 questions. 112 words.
"A Happy Visitor" - Mid Beginning. 4 answer choices. 5 questions. 170 words.
"An Adventure" - Mid Beginning. 4 answer choices. 5 questions. 177 words.
"Running" - Mid Beginning. 4 answer choices. 5 questions. 148 words.
"Paul Cooks" - Mid Beginning. 4 answer choices. 10 questions. 112 words.
"Bella Hides" - Mid Beginning. 4 answer choices. 8 questions. 135 words.
"First Prize" - Mid Beginning. 4 answer choices. 8 questions. 155 words.
"What Number?" - Mid Beginning. 4 answer choices. 12 questions. 154 words.
"The Interview" - High Beginning. 4 answer choices. 9 questions. 205 words.
"Julian's Work" - High Beginning. 4 answer choices. 12 questions. 194 words.
"Talia's Special Day" - High Beginning. 4 answer choices. 10 questions. 204 words.
"One Hundred Dollars" - High Beginning. 4 answer choices. 13 questions. 273 words.
"New Shoes for Maddy" - High Beginning. 4 answer choices. 11 questions. 223 words.
"The 20" - High Beginning. 4 answer choices. 12 questions. 256 words.
"Big City Noise" - High Beginning. 4 answer choices. 13 questions. 238 words.
Intermediate Level
"By the Water" - Low Intermediate. 4 answer choices. 9 questions. 225 words.
"A Cold Day" - Low Intermediate. 4 answer choices. 14 questions. 286 words.
"Vet Emergency!" - Low Intermediate. 4 answer choices. 10 questions. 247 words.
"Late" - Low Intermediate. 4 answer choices. 14 questions. 284 words.
"The Brenners" - Low Intermediate. 4 answer choices. 13 questions. 297 words.
"Bullied" - Low Intermediate. 4 answer choices. 13 questions. 197 words.
"The New School" - Low Intermediate. 4 answer choices. 14 questions. 286 words.
"The Park" - Low Intermediate. 4 answer choices. 11 questions. 297 words.
"Worth Working For" - Mid Intermediate. 4 answer choices. 10 questions. 280 words.
"The Rent Man" - Mid Intermediate. 4 answer choices. 12 questions. 215 words.
"Time with Grandpa" - Mid Intermediate. 4 answer choices. 9 questions. 237 words.
"The Bus Driver" - Mid Intermediate. 4 answer choices. 15 questions. 294 words.
"A Day Like No Other" - Mid Intermediate. 4 answer choices. 12 questions. 305 words.
"A Mystery" - Mid Intermediate. 4 answer choices. 10 questions. 247 words.
"Just One Touch" - Mid Intermediate. 4 answer choices. 15 questions. 326 words.
"Wanga" - Mid Intermediate. 4 answer choices. 13 questions. 340 words.
"Ana Finds an Apartment" - Mid Intermediate. 4 answer choices. 12 questions. 408 words.
"Guermo's Surprise" - High Intermediate. 4 answer choices. 9 questions. 372 words .
"Canopy of Nature" - High Intermediate. 4 answer choices. 8 questions. 332 words .
"Blizzard in Birmingham" - High Intermediate. 4 answer choices. 10 questions. 319 words.
"A Christmas in March" - High Intermediate. 4 answer choices. 10 questions. 385 words.
"Bail" - High Intermediate. 4 answer choices. 10 questions. 301 words.
"Clean Water Act" - High Intermediate. 4 answer choices. 10 questions. 632 words.
"BB" - High Intermediate. 4 answer choices. 10 questions. 511 words .
Advanced Level
"The Mini Problem" - Low Advanced. 4 answer choices. 10 questions. 291 words .
"Flower Power" - Low Advanced. 4 answer choices. 10 questions. 368 words.
"Seeing Clearly" - Low Advanced. 4 answer choices. 10 questions. 284 words .
"Accused" - Low Advanced. 4 answer choices. 12 questions. 285 words.
"City Girl" - Low Advanced. 4 answer choices. 13 questions. 429 words.
"Fried" - Mid Advanced. 4 answer choices. 10 questions. 235 words.
"Tattoo" - Mid Advanced. 4 answer choices. 11 questions. 350 words.
"The Transfers" - Mid Advanced. 4 answer choices. 12 questions. 381 words.
"Wild" - Mid Advanced. 4 answer choices. 10 questions. 493 words.
"Scorpion" - Low Advanced. 4 answer choices. 10 questions. 333 words
"Remains of a Marriage" - Mid Advanced. 4 answer choices. 11 questions. 345 words.
"Museum Hours" - Mid Advanced. 4 answer choices. 10 questions. 179 words.
"Seeing Through" - High Advanced. 5 answer choices. 10 questions. 326 words.
"Ursula Pugh" - High Advanced. 5 answer choices. 8 questions. 324 words.
"Dreams" - High Advanced. 4 answer choices. 12 questions. 357 words.
"Tracks" - High Advanced. 5 answer choices. 11 questions. 531 words.
"Love Train" - High Advanced. 5 answer choices. 12 questions. 646 words.
"The Storm" - High Advanced. 4 answer choices. 12 questions. 407 words.

Informational Passages Reading Comprehension Worksheets

In these reading comprehension worksheets, students are asked questions about information they have read about a specific topic. each passage reads similar to a newspaper of journal article, and provides interesting information about some aspect of history, nature, mechanics, science, art, and more. questions involve critical thinking with a focus on logic and inference..

Answer Key - This answer key is available but still under development.
"The Sun" - Low Beginning. 3 questions. Under 50 words.
"Gas" - Low Beginning. 3 questions. Under 50 words.
"Music" - Low Beginning. 4 questions. Under 50 words.
"Birds" - Low Beginning. 4 questions. Under 50 words.
"The Heart" - Low Beginning. 4 questions. Under 50 words.
"The Butterfly" - Low Beginning. 5 questions. Under 50 words.
"Pigs" - Low Beginning. 3 questions. Under 50 words.
"The Brain" - Low Beginning. 3 questions. Under 50 words.
"The Ocean" - Low Beginning. 7 questions. Under 100 words.
"Trees" - Low Beginning. 4 questions. Under 100 words.
"Alligators" - Low Beginning. 6 questions. Under 100 words.
"The Blow-Dryer" - Low Beginning. 5 questions. Under 100 words.
"Green Grass" - Low Beginning. 6 questions. Under 100 words.
"Taste" - Low Beginning. 4 questions. Under 100 words.
"Bees" - Mid Beginning. 10 questions. Under 200 words.
"Frogs" - Mid Beginning. 10 questions. Under 200 words.
"Beds" - Mid Beginning. 10 questions. Under 200 words.
"Humans" - Mid Beginning. 10 questions. Under 200 words.
"Fish" - Mid Beginning. 10 questions. Under 200 words.
"Houses" - Mid Beginning. 10 questions. Under 300 words.
"Soda Pop" - High Beginning. 10 questions. Under 200 words.
"Tea" - High Beginning. 10 questions. Under 200 words.
"Ice Fishing" - High Beginning. 10 questions. Under 300 words.
"Bears" - High Beginning. 10 questions. Under 300 words.
"Flags" - High Beginning. 10 questions. Under 300 words.
"Leonardo Da Vinci" - High Beginning. 10 questions. Under 300 words..
"Tennis" - High Beginning. 10 questions. Under 300 words.
"Dogs" - High Beginning. 10 questions. Under 300 words.
"Money" - High Beginning. 10 questions. Under 300 words.
"Abraham Lincoln" - High Beginning. 10 questions. Under 300 words.
"Corn" - High Beginning. 10 questions. Under 300 words.
"Umbrellas" - High Beginning. 10 questions. Under 300 words.
"Ben Franklin" - High Beginning. 10 questions. Under 300 words.
"Cars" - High Beginning. 10 questions. Under 300 words.
Answer Key - This is the answer key for to the intermediate level informational passages.
"Helicopters" - Low Intermediate. 10 questions. Under 300 words.
"Yellowstone National Park" - Low Intermediate. 10 questions. Under 400 words.
"Empress of the Blues" - Low Intermediate. 10 questions. Under 400 words.
"The Cactus" - Low Intermediate. 10 questions. Under 400 words.
"Space Exploration Voyagers 1 and 2" - Mid Intermediate. 10 questions. Under 400 words.
"Television" - Mid Intermediate. 10 questions. Under 400 words.
"Hibernation and Estivation" - Mid Intermediate. 10 questions. Under 400 words.
"Marco Polo" - Mid Intermediate. 10 questions. Under 400 words.
"Movie Ratings" - Mid Intermediate. 10 questions. Under 400 words.
"Birdsongs" - Mid Intermediate. 10 questions. Under 400 words.
"Counting" - Mid Intermediate. 10 questions. Under 400 words.
"Easter Island" - High Intermediate. 10 questions. Under 400 words.
"Mosquitoes" - High Intermediate. 12 questions. Under 700 words.
"Fingerprints" - High Intermediate. 11 questions. Under 700 words.
"Mother's Day" - High Intermediate. 10 questions. Under 700 words.
"Europe" - High Intermediate. 12 questions. Under 700 words.
Answer Key - This is the answer key for to the advanced level informational passages.
"Chocolate" - Low Advanced. 10 questions. Under 600 words.
"Houses Around the World" - Low Advanced. 10 questions. Under 700 words.
"Cells" - Low Advanced. 10 questions. Under 700 words.
"Soccer" - Low Advanced. 12 questions. Under 700 words.
"Bathtubs" - Low Advanced. 12 questions. Under 700 words.
"Pollution" - Low Advanced. 12 questions. Under 700 words.
"Interstate Highways" - Low Advanced. 10 questions. Under 800 words.
"The U.S. Census" - Low Advanced. 10 questions. Under 800 words.
"Sleep" - Low Advanced. 11 questions. Under 800 words.
"The U.S. Postal Service" - Mid Advanced. 11 questions. Under 800 words.
"Chemical Elements" - Mid Advanced. 11 questions. Under 800 words.
"Africa" - Mid Advanced. 11 questions. Under 1000 words.

Technical Reading Comprehension Worksheets

In these reading comprehension worksheets, students are asked questions about the meaning, significance, intention, structure, inference, and vocabulary used in each passage. each passage reads like an encyclopedic or technical journal article. answers for worksheets in this section can be found at the end of each individual worksheet..

"Water" - Beginning level. 3 questions with answers included. Under 300 words.
"Paper" - Beginning level. 3 questions with answers included. Under 300 words.
"The Flu" - Beginning level. 3 questions with answers included. Under 400 words.
"Nuts" - Beginning level. 3 questions with answers included. Under 400 words.
"The Sun" - Beginning level. 3 questions with answers included. Under 400 words.
"The White House" - Beginning level. 3 questions with answers included. Under 400 words.
"Soap" - Intermediate level. 3 questions with answers included. Under 400 words.
"Clocks" - Intermediate level. 3 questions with answers included. Under 400 words.
"The Robin" - Intermediate level. 3 questions with answers included. Under 400 words.
"Hybrid Vehicles" - Intermediate level. 4 questions with answers included. Under 500 words.
"Photography" - Intermediate level. 3 questions with answers included. Under 500 words.
"Biomimetics" - Intermediate level. 4 questions with answers included. Under 700 words.
"The Great Debates" - Intermediate level. 3 questions with answers included. Under 400 words.
"Salt" - Advanced level. 3 questions with answers included. Under 700 words.
"Colony Collapse" - Advanced level. 3 questions with answers included. Under 600 words.
"Columbian Exchange" - Advanced level. 3 questions with answers included. Under 700 words.
"Ethanol" - Advanced level. 3 questions with answers included. Under 600 words.
"Generations" - Advanced level. 3 questions with answers included. Under 600 words.
"The Hubble Telescope" - Advanced level. 7 questions with answers included. Under 1000 words.
"Intellegence Augmentation" - Advanced level. 5 questions with answers included. Under 1000 words.

Role Play Reading Comprehension Worksheets

In these reading comprehension worksheets, students can increase their understanding of colloquial and idiomatic expressions and get a feel for conversational english. they also allow several students to participate at the same time - which makes them really fun great for use in school or at home..

Answer Key - This is the answer key to the role play worksheets.
"What Time Is It?" - Beginning Level. 4 questions. Under 100 words.
"How Are You?" - Beginning Level. 4 questions. Under 100 words.
"Tie Your Shoes!" - Beginning Level. 4 questions. Under 100 words.
"Where Are My Glasses?" - Beginning Level. 4 questions. Under 100 words.
"A Cookie" - Beginning Level. 4 questions. Under 100 words.
"Where Are My Keys?" - Beginning Level. 4 questions. Under 100 words.
"City Life, Country Life" - Beginning Level. 10 questions. Under 200 words.
"Flu Shot" - Intermediate Level. 5 questions. Under 200 words.
"Vinegar" - Intermediate Level. 4 questions. Under 200 words.
"Wait for Me!" - Intermediate Level. 8 questions. Under 400 words.
"Glasses" - Intermediate Level. 8 questions. Under 400 words.
"Hungry" - Advanced Level. 8 questions. Under 400 words.
"Want to Know a Secret?" - Advanced Level. 8 questions. Under 200 words.
"Milk and Aesthetics" - Advanced Level. 8 questions. Under 500 words.

Dual Version Reading Comprehension Worksheets

In each of these reading comprehension worksheets, the same story is told, but with two versions: one that is basic, and one that is more advanced. this allows students to make direct comparisons between the advanced version to the more basic one, and makes for a powerful learning experience..

Answer Key - Coming Soon!
"An Overcast Day" - Beginning Level. 4 questions. Under 200 words.
"Who Knows My Name?" - Beginning Level. 4 questions. Under 200 words.
"A Call to the Pool" - Beginning Level. 6 questions. Under 300 words.
"Oh No!" - Beginning Level. 8 questions. Under 300 words.
"An Adventure" - Beginning Level. 6 questions. Under 400 words.
"Happy Birthday" - Beginning Level. 4 questions. Under 400 words.
"My Family" - Beginning Level. 8 questions. Under 300 words.
"My Family" - Beginning Level. 5 questions. Under 300 words.
"Driving Directions" - Beginning Level. 6 questions. Under 400 words.
"A Happy Visitor" - Beginning Level. 7 questions. Under 300 words.
"The Singing Bird" - Intermediate Level. 10 questions. Under 300 words.
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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

‘Writing Directly Benefits Students’ Reading Skills’

All of us obviously want to help our students become better writers. But are there ways we can “double-dip,” too—in other words, help them improve their writing AND also use writing instruction to improve reading skills?

We’ll explore that question today with Tony Zani, Mary Tedrow, Mary Beth Nicklaus, Colleen Cruz, and Pam Allyn. You can listen to a 10-minute conversation I had with Tony, Mary, and Mary Beth on my BAM! Radio Show . You can also find a list of, and links to, previous shows here.

Giving kids the ‘write stuff’ makes them better readers

Tony Zani is a literacy coach in the Salt Lake City school district. He has a bachelor’s degree in elementary education and a master’s degree in instructional leadership. Tony is a national-board-certified teacher with a specialization in early-childhood education:

Writing is often the overlooked content area. After the National Reading Panel left it out and No Child Left Behind focused on reading achievement, there seemed to be a decline in teaching writing. After the Common Core State Standards came out, there was an increase in writing instruction. But, if your state is like mine, writing is only tested in a few grades. So, guess what? Those are the grades when writing is taught like crazy. In other grades, it often becomes a nice thing “if there’s time.” There’s rarely time.

This mentality is prevalent because every level of the education system focuses on making sure students do well on end-of-year, high-stakes assessments. Jobs are at stake. Money from the government is at stake. Heaven forbid your school does so poorly that an outside group comes in to help you “turnaround.”

Never fear, though. Writing directly benefits students’ reading skills. For example, if you have students write about what they’ve read or learned (for nearly any content or age), you’ll dramatically improve reading comprehension. Students are often forced to reread and think more deeply about what they’ve read. When students have to consider a controversial question and use texts they’ve read to defend their point of view, reading comprehension is off the charts. In our school, we’ve emphasized writing about what we read. It took about two years for most teachers, and students, to really embrace the concept. It was about that time that our end-of-year reading scores had a huge jump. Our highly impacted Title I school made enormous growth just because students were better at thinking about what they read.

Writing also improves students’ reading fluency. When students have to stop and think about what spelling patterns to use when they write, they are making a deeper connection in their brains about sound and spelling patterns. This deeper connection makes it easier, and faster, for students to recall those same patterns when they read. Written language is literally a secret code that someone made up to represent spoken sounds. The more students think about and practice the code in written form, the better they will be at understanding the same code in writing. Again, in our high-needs school, we saw students’ scores on tests like DIBELS and our end-of-level test rise dramatically. Fluent readers more deeply understand that code.

Writing also improves reading comprehension as students get better at formatting their writing. When students write argumentative essays, they learn how authors often lay out their arguments and evidence. This, in turn, gives students a framework for reading others’ argumentative writing. Having a framework in your mind helps you fill in the blanks and improves comprehension. When students write narrative pieces, they develop an understanding of how authors typically lay out character development, setting, plot, problems, turning points, and resolutions. Again, students have a framework to build upon when they read others’ narrative texts. In a bit of irony, our school focused on writing informative and argumentative pieces—those are emphasized in the common core, right? Our students had very high scores when reading informational texts. However, students scored lower when reading literature. Reading literature was a strength for most other schools. Writing in all genres is important. Don’t lose that balance!

Writing is a critical communication skill. Universities and employers frequently complain that writing is an underdeveloped skill. It’s no wonder, when we have an education system that often relegates writing to the land of “I wish we had time” and “That’s not on the test.” What a tragedy. Teaching students to be effective writers is important by itself. However, writing also provides big gains in reading comprehension and reading fluency.

‘Reading is the inhale; writing is the exhale’

Mary K. Tedrow, an award-winning high school English teacher, now serves as the director of the Shenandoah Valley Writing Project. Her book, Write, Think, Learn: Tapping the Power of Daily Student Writing Across the Content Area is available through Routledge:

Writing and reading are intricately intertwined. One is the inverse of the other: Reading is the inhale; writing is the exhale. They depend on each other, and when we find time to practice both, the students are the winners.

In the earliest readers, writing is a natural way to ingest and experiment with a growing knowledge of letters and their function in symbolizing the sounds we speak. Encouraging students to write, even before they know all the rules, builds a deeper understanding of how reading works. In kindergarten, the inventive spelling students employ to compose early writings allows children to represent on the page what they are hearing in the world. Children more clearly understand the letter/sound relationship as they compose thoughts and stories in writing. Recent research has revealed that students who are given latitude to use inventive spelling become better readers (Oulette & Senechall, 2017).

But the interplay between writing and reading goes well beyond just learning to read. When students are asked to write for their own purposes, they intuitively understand the choices authors make as they create a work that moves a reader.

Teachers who have students writing authentically—that is, the way real writers write—can interrupt the process and teach craft lessons. Show students how to develop several good beginnings and ask them to choose the one which serves their purpose best. Show how to incorporate the senses in description, how to move a plot forward through dialogue, how to manipulate sentences for punch and clarity.

All of these writing skills are the inside/out version of analyzing writing by others. When we analyze the books, poetry, and essays we read, we are simply describing the choices an author made on their road to composing a piece. When students are heavily involved in creating those pieces themselves, they will more easily see what authors are doing and understand the messiness required in producing effective communication. Writing brings the author and his or her skill to life.

Students who write are better, more observant, and appreciative readers in general. And students who read are better, more competent writers. Be sure your students have the chance to breathe in and out throughout the day.

Ouellette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53 (1), 77-88. http://dx.doi.org/10.1037/dev0000179

‘Lure’ students into reading through working with their writing

Mary Beth Nicklaus is a secondary-level teacher and literacy specialist for the Wisconsin Rapids public schools in Wisconsin:

I have found it possible to lure secondary-level students into the reading world through working with their writing. I work with 6-9th grade struggling readers as a reading specialist and literacy coach. By the time they are referred to me, they have not been reading for years—which accounts for much of their struggle. When we teachers work through the power of written self-expression with and for these students, we can also tinker with content-specific academic vocabulary, text structure, and mechanics of writing. We can also prime and build basic reading and comprehension skills. Even researchers have found that use of reading-response writing, explicitly teaching writing process, and engaging students in wide writing practice enhances basic reading skills and comprehension in K-12 readers. Here are some strategies I have found to be successful working with secondary-level students based on the aforementioned three areas:

Create reading-response writing opportunities focusing on opinions and feelings of the reader. By the time they are in 6th grade, most students want to share information about interests and opinions. How can we connect that interest into reader response? To begin with, we don’t always have to work with published text. We can create our own texts in the classroom. We teachers can start the process by writing a letter to students sharing some general information and interests. The teacher then guides the students to write a letter back to them with similar information. This experience encourages students to begin sharing and expressing themselves in writing. Get into the habit of crafting student-writing response assignments for which we are asking about students’ feelings and opinions regarding classroom reading—even soliciting poetry writing if that genre works best for some students. Students may also find starting with a salutation hailing a specific audience helps them focus their thoughts in their writing. “Dear teacher/class/partner, I think that ____.” They can also focus on sharing their writing with a partner or small group.
Teach the writing process relative to classroom text. Teach students a few writing structures to clearly communicate thoughts and ideas. Teach the main structures of the text you use in your content—be it narrative or expository structures. Let’s say we want to teach students to compare and contrast within a classroom text on the running of restaurants. We might use a Venn Diagram graphic organizer to compare and contrast the information about restaurant operation with them on the smartboard. Allow the class to help fill in information. Then together, flesh out a comparison-contrast response with a question like, “Based on our reading today, what might be a more difficult restaurant to run, Culver’s or Buffalo Wild Wings?” Use a template to gather student input to flesh out a response. Teach students to support viewpoints with evidence from the text and show them a specific way you will always want them to use to cite evidence. Allow the class to help design or co-create a rubric for evaluating writing, which will help students internalize the elements of the specific writing. Steer the strategy to a similar text where you might use the same kind of structure and response.
Engage in wide practice of written response: Continuing both “big” and “little” writing in our classes, based on the structures and types of texts we teach, can increase reading comprehension. Working on mechanics of writing improves basic reading skills like fluency and word recognition. In addition, continue to practice reading, writing, and reflecting and sharing in whole-group, small-group, and partner contexts. Have students create “Why?” questions to inquire about text. Supply sentence stems to help students focus their text response with their writing such as, “I think ___________ did what he did because in the story_______.” Make it a habit of requiring written response in the form of exit response slips where students within a limit of 3-5 minutes, quickly write a response to an inquiry regarding what they learned through the reading. Wide practice of writing helps students’ classroom reading become second nature, and it helps prune their focus on text.

I know the strategies I have elaborated upon work, because my students made enormous, lasting gains in their reading through focusing on writing. Also, the gains secondary-level students can make through focusing on feelings and opinions in their reading-response writing foster livelier conversations during classroom discussion. Students’ overall gains even show students that content texts across the curriculum can pique their interests outside of the classroom. It’s a win-win all around!

Having students annotate their writing with the Strategies they use

Colleen Cruz is the author of several titles for teachers, including The Unstoppable Writing Teacher , as well as the author of the young-adult novel, Border Crossing , a Tomás Rivera Mexican American Children’s Book Award Finalist. She was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project, where as the director of innovation, she shares her passion for accessibility, 21st-century learning, and social justice. Most recently, Colleen authored Writers Read Better: Nonfiction (July 2018) and Writers Read Better: Narrative published by Corwin:

As an educator who works with teachers and students in grades 2 through 8, I find that I often look at the practices of primary-grade teachers and wish we upper-grade folks borrowed more heavily from them. Whether it be a focus on individual development, an emphasis on play, or just an overarching focus on the whole child, there are pedagogical treasures we need to bring more to our big-kid classrooms. At present, the most pressing for me is the desire to use writing to support reading instruction more often.

Every kindergarten and 1st grade teacher I know asks students to write as soon as they enter the classroom. This is long before students know the entire alphabet or how to read any words. In fact, most of us who have had little ones at home can attest to how often kids pick up a marker or crayon and write their names, strings of letters, or familiar words. Our youngest learners often produce words before they consume them. And when they do that, they are setting themselves up for success as readers because they learn early on, if they can write their name they can read it. If they can write any word, they can read it.

Also, many of us grew up as educators with the knowledge that reading supports writing. I first learned how this conventional wisdom applies to children’s writing from Katie Ray and her seminal book Wondrous Words. So, it should not be all that revolutionary to discover that those early-writing and -reading connections still apply when students move into more complex reading.

Yes, they might have moved past simple decoding and literal comprehension work. But the role of writing and reading reciprocity still applies. For every comprehension move a reader makes, there is an author on the other side of the desk. If a young reader is also a writer, they will be well-positioned to see the mirror moves they have made as a writer in the texts they are reading by other authors. Studies have shown this, of course (Graves, Calkins, Chew, Graham & Hebert to name a few). But in my work with young readers and writers I have seen time and again that if something is challenging to a reader, one of the most accessible paths to overcoming that challenge is through writing. It’s a transferable understanding that can last a lifetime: Show students that every reading skill has a reciprocal writing skill, and if they have written something like it, they are able to read it well, too.

One of my favorite ways to do this is to ask students to annotate their writing with the strategies they tried as writers and the reasons why. For example, “I used show-don’t-tell in this paragraph to help make a picture in my reader’s mind.” I then ask them to read a book of their choice with their own writing nearby. When they come to a spot in the text they find challenging, they can look back to their own writing to see if they made a similar move and why. A few common writing/reading reciprocal moves I teach students include:

Show-not-tell in writing helps readers to infer in reading.
Plotting in writing helps readers to make predictions in reading.
Developing objects as symbols in writing helps readers interpret symbols in reading.
Defining a word in writing helps readers to understand the meaning of an unknown word.

There are, of course, countless more.

We know the power of modeling. And I believe for many years, rightly so, we have taught students how to mine the power of the published word for ideas for their own writing. For many of us, it’s time to try to teach the power of modeling by asking students to look at their own writing as their mentor for their reading lives. I am hard-pressed to think of more empowering reading work.

Writing ‘is a powerful lever for helping our students learn to read profoundly’

Pam Allyn, senior vice president, innovation & development, Scholastic Education, is a leading literacy expert, author, and motivational speaker. In 2007, she founded LitWorld, a global literacy organization serving children across the United States and in more than 60 countries, pioneering initiatives including the summer reading program LitCamp and World Read Aloud Day:

Writing and reading are not just two sides of the same coin; they are profoundly related and entwined. I have often said that reading is like breathing in, and writing is like breathing out—the child is taking new breaths in this new world, feeling her power and her potential.

Surrounding our children in the sounds of language from literary and informational text is crucial to their understanding of language. The child who is read aloud to multiple times per day, week, month, and year is already realizing the sound and feel of language. Then, too, the child who is given the opportunity to put her first marks on the page is already beginning to make meaning in the world. When reading a book, she sees it as something constructed from a world she already knows because her scribbles connect to those of others and give her the powerful idea that she has a voice.

Writing early and constantly, in and out of school, is a powerful lever for helping our students learn to read profoundly. Here are five ways writing supports reading and vice versa:

1. Building a deep sense of the beauty of grammar, sound, and vocabulary

The student who writes becomes alert to the structure of sentences, the rhythm of multiple words together, and words that surprise. Because our students are using the tools of language to build their own stories, they are awake to the qualities of texts. When students share works by authors such as Jacqueline Woodson or Naomi Nye, they’re astounded and try to emulate them in their own writing.

2. Understanding the purpose of and use of genres

Students who write quickly learn the necessity of genre. My 1st graders were writing informational texts and choosing their own topics. One wrote about nursing homes because that’s where her grandpa was. Later, I saw her scouring a book with a glossary in it. She explained, “I want to add a glossary to my story. My readers might need to know some of the big words I use to describe where my grandpa lives.” Genre is already embedded within her at the age of 6.

3. Recognizing the power of writing to connect us

Students who write understand that by telling their stories, they’re making their thoughts permanent, which leads to a hearty respect for the text, the authors who write them, and the uses we make of them. When our student writers are finishing works to put into the classroom library, they have an opportunity to see themselves side by side with published works, which feels celebratory. Writing, theirs and others, inspires and connects them.

4. Becoming aware of the ways writing can change someone’s mind or change the world

Even the smallest writer has big ideas. My 2nd grade class once wrote letters to the entire neighborhood inviting them to come see our play. People young and old came, and students saw how they could change their communities with the power of their own words. So, when they read, they consider all the ways writers can change people.

5. Knowing and deepening one’s own writing and the voice of an author

The student who writes is building confidence, courage, and a sense of self. She is learning how to evoke emotion, keep someone in suspense, and persuade while developing her own voice, which will serve her in the future whether she’s writing a narrative or an email. When she turns to her reading, she is now more aware of the author’s voice and knows the risks the author takes. She is one herself.

Thanks to Tony, Mary, Mary Beth, Colleen, and Pam for their contributions.

(This is the first post in a two-part series)

The new question-of-the-week is:

In what ways can writing support reading instruction?

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

If you missed any of the highlights from the first eight years of this blog, you can see a categorized list below.

This Year’s Most Popular Q&A Posts
Race & Gender Challenges
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I am also creating a Twitter list including all contributors to this column .

Look for Part Two in a few days.

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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This page contains all of my reading worksheets that were written at a 10th grade reading level. Please remember that readability scanners are imperfect. They are a good place to start though. You may want to click the buttons below to open up additional grade levels. It will provide you with a greater range of material and the content should still be sufficiently challenging for 10th graders.

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The Statue of Liberty | Nonfiction Reading Test - The Statue of Liberty is one of America's most recognizable symbols. Learn more about what it stands for in this reading passage. Then answer multiple-choice and short essay questions. Do this one for America! View my readibility scores . The Statue of Liberty | Nonfiction Reading Test | RTF The Statue of Liberty | Nonfiction Reading Test | PDF The Statue of Liberty | Nonfiction Reading Test | Preview The Statue of Liberty | Nonfiction Reading Test | Answers The Statue of Liberty | Nonfiction Reading Test | Ereading Worksheet

Idioms Worksheet 4 - This worksheet has another 15 idioms (commonly used figurative language expressions). The idioms are used in context-rich sentences and students must determine the meaning of each idiom based on how it is used. View my readibility scores . Idioms Worksheet 4 | RTF Idioms Worksheet 4 | PDF Idioms Worksheet 4 | Preview Idioms Worksheet 4 | Answers

Idioms Worksheet 7 - This worksheet contains 15 sentences using idioms. Each idiom is bolded and students must determine the meaning of the idioms based on how they are used. View my readibility scores . Idioms Worksheet 7 | RTF Idioms Worksheet 7 | PDF Idioms Worksheet 7 | Preview Idioms Worksheet 7 | Answers

Personification Worksheet 5 - This worksheet contains 10 examples of personification from classic poems. Students identify what is being personified and explain the trait or quality that is given. View my readibility scores . Personification Worksheet 5 | RTF Personification Worksheet 5 | PDF Personification Worksheet 5 | Preview Personification Worksheet 5 | Answers

Genre Worksheet 1 - This worksheet describes the basic premises of 8 texts. Students use these descriptions to determine the genre and subgenre of each text. Then they explain their answers. View my readibility scores . Genre Worksheet 1 | RTF Genre Worksheet 1 | PDF Genre Worksheet 1 | Preview Genre Worksheet 1 | Answers Genre Worksheet 1 | Ereading Worksheet

Main Idea and Famous Scientists - Students read six passages about some of the world's most recognizable scientists and their discoveries. Then they write the main idea of each passage and an appropriate title. View my readibility scores . Main Idea and Famous Scientists | RTF Main Idea and Famous Scientists | PDF Main Idea and Famous Scientists | Preview Main Idea and Famous Scientists | Answers

These are the worksheets that I have written at or around the 10th grade reading level. I loved working with my sophomore students and I hope that you do too. Please let me know if these activities have helped you. I appreciate any comments, corrections, and feedback. I am inspired and motivated by your words and your commentary makes this website richer.

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14 Powerful Reading Comprehension Strategies To Teach Students

When students understand what they read, reading is meaningful and fun.

examples of graphic organizers for reading comprehension strategies

Comprehension is the goal of reading. If students don’t understand what they read, well, reading is a meaningless activity. The good news: Reading comprehension can be taught, practiced, and mastered. As students become readers, you can teach strategies that students can learn and add to their toolbox.

What is reading comprehension?

Think about reading comprehension as a combination of skills. Students need to get the words off the page ( fluency , word reading) and understand the language they are reading (language structure, knowledge, vocabulary, and reasoning). If a student does not have strong language comprehension skills in particular, they won’t understand what they read, even if their fluency and word reading is strong. Reading comprehension strategies focus on building students’ language comprehension and teach them how to tackle text when they don’t understand.

A model showing Scarborough's Reading Rope, a way to understand the science of reading

Scarborough’s Reading Rope is a way to visualize the skills that go into reading. The top five skills ( background knowledge, vocabulary, language structure, verbal reasoning, and literacy knowledge) become more strategic over time as students learn how to apply strategies to different kinds of text. The bottom three skills (phonological awareness, decoding, and sight recognition) become more automatic as students master each skill.

Learn more: What Is Reading Comprehension?

Reading Comprehension Strategies

Here are our favorite reading comprehension strategies to help students develop and strengthen their reading comprehension.

1. Establish a purpose for reading

Reading comprehension starts before students open a book. Teach students to set a purpose for reading, weather that’s to enjoy a story or to answer a specific question. Having a purpose helps students focus on the most important information and sift out less important details.

2. Graphic organizers

graphic organizer examples: compare contrast and main idea and details for reading comprehension strategies

Graphic organizers are a tried-and-true strategy. Students can use an organizer that aligns with the text they are reading. So, if they are reading a nonfiction article about an event, they may use a sequencing graphic organizer. If they are reading a section of a textbook, they may use a main idea and detail graphic organizer. The key is to teach students the types of graphic organizers that exist, the type of text each is used for, and how to use each one during reading.

Try it: Free Printable Reading Comprehension Graphic Organizers

3. Activate background knowledge

The more knowledge students have about a topic, the more they will understand. Prior knowledge includes information about a topic (sharks, weather) and information about how text works (anticipating that the first chapter of a novel will include information about the main character, setting, and problem). It’s not about teaching students all the facts, but teaching them how to reflect on what they know before they read. If they know a lot, they can dive in. If they don’t know much, they may want to preview the text for key words and images to build some background knowledge.

Learn more: What Is Background Knowledge? ADVERTISEMENT

4. Predict and infer

graphic organizer with space to write information from the text, what the reader thinks, and an inference or prediction, reading comprehension strategy

Making predictions or inferences involves combining multiple pieces of information to either predict or think about what will happen next, or to infer meaning that’s not stated in the text. Teach students to make predictions with a graphic organizer that prompts them to combine information from the text with their own ideas and thinking to predict or infer.

Try it: Free Printables: Predictions and Inferences

5. Ask and answer questions

Questioning is another proven reading comprehension strategy. When we can ask and answer questions as we read, it means we’re thinking about what we read. Teach students how to question by modeling with a think-aloud. Then, have students jot questions on sticky notes as they read and return to their questions to answer them as they read to build comprehension.

Learn more: Improving Reading Comprehension With Think-Alouds

6. Summarizing

summarizing graphic organizer with the words somebody wanted but so then for reading comprehension strategies

When students can summarize text, they’ve grasped the main points and are able to retell what they learned. One great way to summarize is a book talk , where students summarize a book and try to convince others to read it (or not).

Another way to support summarizing for fiction text is with a graphic organizer that helps them retell: Somebody … wanted … but … so … then. For nonfiction, use a main idea and details graphic organizer.

Try it: Free Summarizing Graphic Organizers

7. Visualization

When authors write, they create images and scenes. Even in nonfiction, authors create scenes that we can imagine. Being able to visualize makes reading more interesting (like watching a movie in your head). Teach students to visualize by starting small. Read sentences and have them draw what they see. Then, expand this strategy as you engage students in visualizing scenes.

8. Metacognition

Metacognition means understanding our own thought processes. In reading, this means knowing if we understand what we’re reading, and how to stop and review if we aren’t understanding. Teach students to notice what they’re thinking when they read. Are they asking questions? What do they wonder? Which parts make them laugh? Are there any big surprises in what they read?

Learn more: What Is Metacognition?

9. Monitoring comprehension

Monitoring comprehension is the process readers use to determine if they understand what they are reading. Have students stop at the end of a paragraph and page and think What did I read? If they can summarize what they read, they go on. If they cannot, they use a fix-up strategy, like rereading the section or looking up vocabulary words.

10. Making connections

When students make connections, they’re building knowledge. Model and teach three main types of connections:

Text to self: How does the text connect with your life or experiences?
Text to text: How does this part of the text connect to what you read in this text or what you have read in other texts?
Text to world: How does what you’re reading connect with what you know?

Learn more: Using hexagonal thinking

11. Determining importance

Sometimes students get overwhelmed by the amount of information they’re reading. Teach them to calculate the importance of details they read. Students highlight or record the details they read, and then put each through a “funnel” where they think about whether or not it is actually important. Only the most important details make it through the funnel.

12. Recognizing story structure

Stories have a predictable structure that students can use to comprehend them. Knowing that stories start by explaining the character, setting, and problem can help students anticipate looking for this important information as they get into a story. And knowing that the story will hit a climax before the problem resolves also helps students anticipate the end of the story. Use story map graphic organizers to help improve students’ understanding of narrative by focusing on important information while they’re reading.

Try it: Free Story Map Printable Worksheets

13. Retelling

Retelling is a strategy that involves telling the most important information. Have students do a five-finger retell. They hold their hand up and point to each finger as they explain the characters, setting, events one, two, and three, and the conclusion. Students point to their palm and share an opinion of the story or how the story made them feel. Using this prompt reminds students to include the main aspects of a story.

14. Build vocabulary

vocabulary graphic organizer with space to write a sentence using a vocabulary word

The more words a student knows, the more words they can learn, and the deeper they understand what they read. And the more times a student engages with a word, the more likely they are to actually remember and use the word. Teach words using visuals and activities, like creating sentences with vocabulary. And teach students how to engage with words in text. For example, practice reading “around” a word to define it—when students read on their own, they can use the same strategy when they’re stuck on a word.

Try it: Free Printable Vocabulary Worksheet Bundle

Reading about reading? Check out What Is the Science of Reading?

And for more articles like this, be sure to subscribe to our newsletters .

To read is to understand. Use these reading comprehension strategies to teach students to engage with text from Once Upon a Time to The End.

Flat lays of reading comprehension strategy templates

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Nine reproducible templates just for you! Continue Reading

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Writing to Read: Evidence for How Writing Can Improve Reading

Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

“The evidence is clear: writing can be a vehicle for improving reading” (p. 6).

Ten years ago The National Commission on Writing in America’s Schools and Colleges deemed writing the “neglected ‘R’” and called for a “writing revolution” that included doubling the amount of time students spend writing. In the years following, extensive reports such as Reading Next (Biancarosa & Snow, 2006) and Writing Next (Graham & Perin, 2007) supported the idea that writing is a powerful tool for improving reading, thinking, and learning. Now as much of the country implements the Common Core State Standards, there is a renewed push for more and better writing. As educators try to determine how to improve student learning and include more writing within the same time limits, it is important to revisit Steve Graham and Michael Hebert’s (2010) Writing to Read , which gives strong evidence that writing, an essential skill itself, also improves reading comprehension.

For decades researchers have emphasized the strong connection between reading and writing, both in theory and in practice. Multiple studies have demonstrated that writing can improve comprehension. What has been less clear is what particular writing practices research supports as being effective at improving students’ reading. To determine those practices, Graham and Hebert (2010) undertook an in-depth meta-analysis of experimental and quasi-experimental studies that examined the effectiveness of writing practices on improving students’ reading in grades 1 -12. They acknowledge the limitations of excluding other forms of research and recognize the significant contributions of that research; at the same time, they share that completing this sort of meta-analysis allowed them to focus on studies where cause-and-effect could be inferred and effect sizes calculated. Their meta-analysis generated three recommendations:

Have students write about the texts they read. “Writing about a text proved to be better than just reading it, reading and rereading it, reading and studying it, reading and discussing it, and receiving reading instruction” (p. 14). Specific types of writing about reading that had statistically significant effect sizes included responding to a text through writing personal reactions or analyses/interpretations of the text, writing summaries of a text, taking notes on a text, and creating and/or answering questions about a text in writing. The benefits of these types of writing were stronger, particularly for lower-achieving students, when they were tied with explicit instruction on how to write.
Teach students the writing skills and processes that go into creating texts. Teaching students about writing process, text structures, paragraph or sentence construction, and other writing skills improves reading comprehension; teaching spelling and sentence construction skills improve fluency; and teaching spelling skills improves word reading skills.
Increase how much students write. An increase in how often students write improves students’ reading comprehension. Graham and Hebert recommend more writing across the curriculum, as well as at home to achieve more time spent writing.

What may be most important in all of Graham and Hebert’s findings is that infrequent writing and lack of explicit writing instruction minimize any sort of effect on reading from the writing practices they recommend. Their report also supports earlier calls for emphasizing writing in the classroom and across content areas. Writing is a critical skill, important in its own right; given the evidence that consistent writing time and instruction not only improves writing but also reading, gives us an even more compelling case for finding time in our school day for more writing.

Additional References

Biancarosa, G., & Snow, C. E. (2006). Reading next: A vision for action and research in middle and high school literacy -- A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools -- A report to Carnegie Corporation of New York . Washington, DC: Alliance for Excellent Education.

Reader response is welcomed. Email your comments to LRP@/

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Writing Across the Curriculum: Quill's nonprofit mission is to now build both reading and writing skills through free, OER content across the curriculum. Over the coming years, we will be building a library of free ELA, social studies, and science activities that engage students in deeper thinking through writing prompts that provide immediate feedback.

9.5 million students have written 2 billion sentences on Quill.

Quill Reading for Evidence

Provide your students with nonfiction texts paired with AI-powered writing prompts, instead of multiple-choice questions, to enable deeper thinking.

Students read a nonfiction text and build their comprehension through writing prompts, supporting a series of claims with evidence sourced from the text. Quill challenges students to write responses that are precise, logical, and based on textual evidence, with Quill coaching the student through custom, targeted feedback on each revision so that students strengthen their reading comprehension and hone their writing skills.

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Quill Grammar has over 150 sentence writing activities to help your students. Our activities are designed to be completed in 10 minutes so you have the freedom to use them in the way that works best for your classroom.

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Importance of Reading Essay

500+ words essay on reading.

Reading is a key to learning. It’s a skill that everyone should develop in their life. The ability to read enables us to discover new facts and opens the door to a new world of ideas, stories and opportunities. We can gather ample information and use it in the right direction to perform various tasks in our life. The habit of reading also increases our knowledge and makes us more intellectual and sensible. With the help of this essay on the Importance of Reading, we will help you know the benefits of reading and its various advantages in our life. Students must go through this essay in detail, as it will help them to create their own essay based on this topic.

Importance of Reading

Reading is one of the best hobbies that one can have. It’s fun to read different types of books. By reading the books, we get to know the people of different areas around the world, different cultures, traditions and much more. There is so much to explore by reading different books. They are the abundance of knowledge and are best friends of human beings. We get to know about every field and area by reading books related to it. There are various types of books available in the market, such as science and technology books, fictitious books, cultural books, historical events and wars related books etc. Also, there are many magazines and novels which people can read anytime and anywhere while travelling to utilise their time effectively.

Benefits of Reading for Students

Reading plays an important role in academics and has an impactful influence on learning. Researchers have highlighted the value of developing reading skills and the benefits of reading to children at an early age. Children who cannot read well at the end of primary school are less likely to succeed in secondary school and, in adulthood, are likely to earn less than their peers. Therefore, the focus is given to encouraging students to develop reading habits.

Reading is an indispensable skill. It is fundamentally interrelated to the process of education and to students achieving educational success. Reading helps students to learn how to use language to make sense of words. It improves their vocabulary, information-processing skills and comprehension. Discussions generated by reading in the classroom can be used to encourage students to construct meanings and connect ideas and experiences across texts. They can use their knowledge to clear their doubts and understand the topic in a better way. The development of good reading habits and skills improves students’ ability to write.

In today’s world of the modern age and digital era, people can easily access resources online for reading. The online books and availability of ebooks in the form of pdf have made reading much easier. So, everyone should build this habit of reading and devote at least 30 minutes daily. If someone is a beginner, then they can start reading the books based on the area of their interest. By doing so, they will gradually build up a habit of reading and start enjoying it.

Frequently Asked Questions on the Importance of Reading Essay

What is the importance of reading.

1. Improves general knowledge 2. Expands attention span/vocabulary 3. Helps in focusing better 4. Enhances language proficiency

What is the power of reading?

1. Develop inference 2. Improves comprehension skills 3. Cohesive learning 4. Broadens knowledge of various topics

How can reading change a student’s life?

1. Empathy towards others 2. Acquisition of qualities like kindness, courtesy

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by Michelle Boyd Waters, M.Ed.

Essays Every High School Student Should Read

December 4, 2016 in Pedagogy

One of the most important goals of any English class should be to help students learn how to express themselves to an audience — how to tell their own stories, how to provide much-needed information, and how to convince others to see things from a different perspective.

Below are some essays students can read, not only to help them see how such writing is done in the real world, but also to learn more about the world around them.

[bctt tweet=”Need a #mentortext for student essays? Check out these exemplars for personal narrative, argumentative, and expository essay writing.”]

Note : This is a living list. I will continue adding to it as I find important essays and articles, and as my readers make suggestions.

If You Think Racism Doesn’t Exist by Jordan Womack | Lesson Plan

A 17-year-old Oklahoma author details incidents of discrimination he has faced within his own community. Brief, yet impactful, the author’s authenticity strikes readers at their core and naturally leads the audience to consider other perspectives.

Facebook hack ‘worse than when my house burned down’ says teacher by Michelle Boyd Waters, M.Ed.

When a hacker destroyed my Facebook account and I couldn’t find a way to reach out to Facebook, I decided to use my story, voice, and platform to shed light on a situation faced by people around the world. This can serve as a mentor text for students writing personal narratives on shared experiences in the context of current events.

Letter from a Vietnamese to an Iraqi Refugee by Andrew Lam

Vietnamese lecturer, journalist, and author Andrew Lam offers advice in this letter to a young Iraqi refugee he sees in a photograph on the Internet.

Allowing Teenage Boys to Love Their Friends by Jan Hoffman

Learn why early and lifelong friendships are as vital for boys as they are for girls and what happens when those friendships are fractured.

Chris Cecil: Plagiarism Gets You Fired by Leonard Pitts Jr

The Miami Herald columnist and 2004 Pulitzer Prize for Commentary winner castigates a Georgia newspaper editor for plagiarizing his work. This column would go great with this followup article from The Boston Globe: Ga. Editor is Fired for Lifting Columns .

Class Dismissed by Walter Kirn

The author of Lost in the Meritocracy postulates that getting rid of the high school senior year might be good for students.

Complaint Box | Packaging by Dylan Quinn

A high school junior complains about the impossible-to-open packaging faced by consumers of everything “from action figures to zip drives.”

Drowning in Dishes, but Finding a Home by Danial Adkison

In this 2014 essay, a teenager learns important lessons from his boss at Pizza Hut.

How to Tame a Wild Tongue by Gloria Anzaldua

An American scholar of Chicana cultural theory discusses how she maintained her identity by refusing to submit to linguistic terrorism.

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The five-time Oklahoma Sportswriter of the Year features the University of Oklahoma’s running back.

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An adult literacy program teacher argues that allowing students to fail will actually help them.

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A Native American novelist recounts his experience loving reading and finally writing in spite of a culture that expected him to fail in the “non-Indian world” in order to be accepted.

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A heartbreaking look back at the hours before and the circumstances surrounding Lane Frost’s untimely death, followed by reflections on his rise to fame — before and after death.

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Scientists consider studying the phenomenon of cross-species animal friendships like the ones you see on YouTube.

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After a 2011 tornado destroys a house, but spares the family, a reporter writes about what’s important.

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How an Osage Indian family in Oklahoma became the prime target of one of the most sinister crimes in American history.

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Read about what happens if you happen to share a name of a “suspicious person” on the U.S. No-Fly List.

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After the tsunami that resulted in nuclear disaster in 2011, a reporter writes about the “quiet bravery in the face of tragedy” of the Japanese people.

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Why in creation did American Football Conference’s 1981 best young running back Joe Delaney jump into that pit full of water that day, even though he couldn’t swim?

Politics and the English Language By George Orwell

Animal Farm and 1984 author, Orwell correlates the degradation of the English language into multi-syllabic drivel and the corruption of the American political process.

Serving in Florida by Barbara Ehrenreich

The Nickel and Dimed: On (Not) Getting By in America author tells about her experiences attempting to survive on income of low-paying jobs.

Starvation Under the Orange Trees by John Steinbeck

John Steinbeck, who later authored the fictionalized account of Okies in California, The Grapes of Wrath, first wrote this essay documenting the starvation of migrant workers in California during the Great Depression.

To Fall in Love With Anyone, Do This by Mandy Len Catron

Is falling in love really a random event, or can two people “love smarter?”

We’ll Go Forward from this Moment by Leonard Pitts

The 2004 Pulitzer Prize for Commentary winner pens a column chronicling the toughness of the American family’s spirit in the face of the September 11, 2001 World Trade Center attacks. He wrote the column one day after the attacks.

What’s Wrong with Black English? by Rachel L. Jones

Jones, a student at Southern Illinois University in the 1980s, wrote this piece for Newsweek. In her essay, Jones adds her story and perspective to the debate over Black English.

Related topics: Mentor Texts , Teaching Writing

About the author

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

A wonderful list of essays! I have neglected to teach essays as literature (only as student writing samples before we began work on an essay, after a novel). I’m looking forward to using these!

Thank you very much! I’d love to hear (or read) your feedback on the selections. Your input can help other teachers decide which essays to teach their students.

This list looks really great. Unfortunately, the first two links I chose were not working. One took me to a professors homepage and the other never opened.

Thank you for letting us know. I checked the “If you think racism doesn’t exist” went to the WordPress.com site where the author wrote his article and “Letter from a Vietnamese to an Iraqi Refugee” went to the Huffington Post article. Is it possible that your school web filter is blocking WordPress and Huffington Post?

Thank you for this. I am teaching a summer class that prepares 8th graders for high school essay writing. Trying to find a way to make it more creative and interesting, even interactive. I like the essays. If you have ideas about specific ways to use them, beyond reading and discussion, I would love to hear them.

You’re welcome! I think additional activities would depend on who your students are, their interests, and which essay(s) you plan to use. Perhaps if you join our RTE Facebook group and tell us about your kids and the essay you want to use, we can devise some activities to help them engage. Check us out here .

Comments are closed.

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GRE Reading Comprehension & Essays (Manhattan Prep GRE Strategy Guides) Fourth Edition

ISBN-10 1937707881
ISBN-13 978-1937707880
Edition Fourth
Publisher Manhattan Prep Publishing
Publication date June 3, 2014
Language English
Dimensions 8.5 x 0.6 x 11 inches
Print length 336 pages
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ESL Reading Comprehension + Writing Activity Worksheets on Street Art

Subject: English language learning

Age range: 16+

Resource type: Worksheet/Activity

Last updated

9 September 2024

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This Fantastic ESL Reading Comprehension + Writing Activity Worksheet (3 PDF Printable Pages) on “Street Art” (background and origins of street art and pros and cons) is great to train Language skills in English (reading comprehension + writing skills).

Ideal participants for this ESL Activity are English Foreign Students at High School and Middle School (7th -12th Grade; teens) .

Newcomers or any English Language Learner can be more than suitable for this ESL Activity!

This Product can also be Great for English Second Language Centers or any ESL tutor around the world.

This ESL Reading Activity on “Street Art” (background and origins of street art and pros and cons) can be great for Intermediate-Advanced English as a Second Language Learners.

This Stimulating ESL Reading Comprehension + Writing Activity (PDF printable English language learners worksheets; 3 Pages) includes:

a Text on “Street Art” (background and origins of street art and pros and cons)
13 Text-related Questions (with space for answers)
2 Essay Prompts (writing an essay on your own personal opinion on street art; whether you think it damages cities or it makes them undergo a revitalization process + imagining to make a street art work and to describe it)

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Tip 3: Re-read (or Skim) Previous Sections of the Text. For the most part, reading is a personal activity that happens entirely in your head. So don't feel you have to read just like anyone else if "typical" methods don't work for you. Sometimes it can make the most sense to read (or re-read) a text out of order.
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Basics: Reading Comprehension. Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.
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Free online GRE Reading Comprehension Test. questions 1 to 3 below are based on this passage: In this excerpt from his editor's introduction to The Best American Essays 2007, David Foster Wallace explains the basic criterion upon which he selected the essays to include in the collection. I tend, as a reader, to prize and admire clarity ...
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GRE Reading Comprehension & Essays. Manhattan Prep. Simon and Schuster, Jun 3, 2014 - Study Aids - 328 pages. Manhattan Prep's 4th Edition GRE Strategy Guides have been redesigned with the student in mind. With updated content and new practice problems, they are the richest, most content-driven GRE materials on the market.
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GRE Reading Comprehension & Essays (Manhattan Prep GRE Strategy Guides
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These 100 Reading comprehension sets are designed according to the latest exam pattern of IBPS PO, SBI PO, RBI Grade B, RBI Assistant level exams. Ganesh Chaturthi Offer - GANESHA24 . Join Here. . About us | Our results +91-9067201000. Login Sign Up. More ...
ESL Reading Comprehension + Writing Activity Worksheets on Street Art
This Fantastic ESL Reading Comprehension + Writing Activity Worksheet (3 PDF Printable Pages) on "Street Art" (background and origins of street art and pros and cons) is great to train Language skills in English (reading comprehension + writing skills).. Ideal participants for this ESL Activity are English Foreign Students at High School and Middle School (7th -12th Grade; teens).