Which of the following is an example of a pre-reading strategy?

Which of the following is an example of a pre-reading strategy?

• A. Summarizing
• B. Get the Gist
• C. Activating prior knowledge (KWL)
• D. Identifying main ideas

Answer: (C)

Activating prior knowledge through strategies like KWL (Know, Want to know, Learned) is an effective pre-reading strategy as it prepares students to engage with the text in a more meaningful way. This approach helps learners access what they already understand about a topic, which can enhance comprehension as they encounter new information. By considering what they know and what they wish to learn, students become curious and motivated, setting a purpose for reading that facilitates deeper understanding. Pre-reading strategies are designed to prepare the mind for learning and comprehension, and activating prior knowledge serves as a foundation for this process. In contrast, summarizing, getting the gist, and identifying main ideas typically occur during or after reading, making them less suitable as pre-reading strategies. These activities involve processing and analyzing information that has already been presented, thereby positioning them outside the scope of pre-reading preparation.

Activating prior knowledge through strategies like KWL (Know, Want to know, Learned) is an effective pre-reading strategy as it prepares students to engage with the text in a more meaningful way. This approach helps learners access what they already understand about a topic, which can enhance comprehension as they encounter new information. By considering what they know and what they wish to learn, students become curious and motivated, setting a purpose for reading that facilitates deeper understanding.

Pre-reading strategies are designed to prepare the mind for learning and comprehension, and activating prior knowledge serves as a foundation for this process. In contrast, summarizing, getting the gist, and identifying main ideas typically occur during or after reading, making them less suitable as pre-reading strategies. These activities involve processing and analyzing information that has already been presented, thereby positioning them outside the scope of pre-reading preparation.