LS019: Structured reading routines

Implementation steps

1. Choose a single routine that fits your subject texts and keep it consistent for at least a half-term.
2. Model the routine using a short, high-success text first (so students learn the method, not just the content).
3. Teach chunking rules (where to stop, what to do at each stop).
4. Add a capture method (one-sentence summary, key-term list, or short retrieval question).
5. Build a check step (pair paraphrase, mini-quiz, or read-cover-recall of key lines).
6. Pre-plan accessible copies and chunk points so reading tasks do not start with board-copy or format barriers.
7. Define which vocabulary or command words need pre-teaching before the reading routine starts.

Classroom routines

• Preview (30 seconds): title, headings, images, and any key words on the board.
• Chunk: read a short section (3-6 lines or one paragraph), then stop.
• Capture: write one sentence ('This section is mainly about...') or three key terms.
• Check: answer one or two retrieval questions or do a quick pair paraphrase ('Tell your partner what that paragraph means').
• Use selective highlighting rules: highlight only key terms or phrases that answer the question (not whole paragraphs).
• Use read-cover-recall for key definitions: read -> cover -> write or say -> check.
• Preview headings, visuals, and key words before reading, then chunk and capture in a consistent sequence.
• Use pair paraphrase with enough wait time so slower processing does not become a participation penalty.
• Keep the reading routine visible (preview, chunk, capture, check) while students work independently.

Adaptation guidance

• Provide dual-format input: printed copy and on-screen with larger font or spacing where needed.
• Use short teacher read-aloud for the first chunk, then shared or paired reading.
• Reduce chunk size and increase checks for slow processing or working-memory barriers.
• Pre-teach 2-3 high-leverage words (not 15) before reading starts.
• Offer alternative access routes (audio, captioned video, simplified layout) while keeping the same learning goal.
• Use accessible print/layout, reduced chunk size, and command-word clarification before comprehension questions.
• Provide audio or adult-modelled first chunk while keeping the same comprehension goal.
• Use copies of text and questions together to reduce split attention between locations.

Staff language prompts

• In one sentence, what was that paragraph mainly about?
• Which word or phrase is the key idea we need to remember?
• Tell your partner what it means: no quoting, use your own words.
• Cover the text: can you recall the definition accurately?
• Which part of the text answers the question? Point to it.
• Preview first, then read one chunk, then capture the main idea in one sentence.
• Take thinking time before the paraphrase; accuracy matters more than speed.

Impact checks

• More students able to extract meaning from subject texts independently.
• Improved accuracy when answering text-based questions.
• Reduced cognitive overload and better sustained attention during reading tasks.
• Better retention of key definitions and explanations from texts.
• Track whether structured reading routines reduce non-starts and improve text-question accuracy.