RIDER Strategy in Reading
1.
Definition
of RIDER Strategy
R.I.D.E.R. strategy is an effective strategy that enable to
recall information from a text and paraphrase this information is one way to
monitor comprehension (Clark).
The
R.I.D.E.R. Strategy is a strategy that encourages interaction with a
knowledgeable other, modeling the strategy in a non-threatening way and
assisting the student to use the comprehension strategies. It is anticipated
that metacomprehension would develop so the student will automatically
visualize text, and use ‘fix-up’ strategies what they encounter a mismatch.
Gradually the student would be able to do this independently.
Furthermore, the
R.I.D.E.R. Strategy is a strategy that can assist the students in reading
comprehension. It can encourage students to image the whole picture, which may
include locations, characters/people, facial expressions and environmental
factors and cue them to describe what they see.
2.
Procedures
of RIDER Strategy
a.
Teach the students the steps involved in
RIDER. Tell them they will be making pictures in their mind about the text.
b.
Select a text for the student to listen
to or to read. Get the student to listen to or read a short section of the text
and cue them to develop a picture as they listen/read.
c.
Ask them to describe their picture.
Discuss this within the group.
d.
Get the students to listen to or read
the next section of the text. Ask them now about their “picture”. Has it
changed? How?
e.
Keep working trough this sequence to the
end of the text.
3.
Advantages
of RIDER Strategy
Clark
et al., (1984) believed that using the RIDER Strategy of:
a.
Read
b.
Imagine
c.
Describe
d.
Evaluate
e.
Repeat steps 1-4
And
the self questioning procedures of Who, What, Where, When and Why would allow
students to read a passage, create visual images and then form questions about
the content of the passage as they read. In this way they would maintain
interest and enhance the recall of their students.
The strategies enable
to improve reading comprehension of texts:
a. Generating
questions about ideas in text while reading
b. Constructing
mental images which represent ideas in the text
c. Summarising
and analysing stories read.
