Duke and Pearson (2002) stated that making predication and activating students’ prior knowledge and experience about text theme, content, and structure play a dominate role in reader’s understanding of new ideas countered in the texts. Explicit attempts to get students to engage in prediction behaviours have proved successful in increasing their interests and memory for stories (Anderson, Wilkinson, Mason, & Shirey, 1987, as cited in Duke & Pearson, 2002). However, predication is influenced by text type, story themes and genre. Particularly, students tend to adopt prediction best with narrative texts. Furthermore, the readers can make connection to other texts when readers encounter the texts that they are not familiar with.
The presentation below is a good resource for beginning teachers to have a better and deeper understanding of teaching predicting strategy.
The presentation below is a good resource for beginning teachers to have a better and deeper understanding of teaching predicting strategy.
http://www.slideshare.net/kjhatzi/making-predictions-1928360
Here is a practical teaching resource for teachers to use guided reading strategy to help small group of beginning or struggling readers to make predictions from the reading.