A great way to build student comprehension of a text is to provide students with pre-, during, and post-reading strategies. In order to actively engage students in their text, you will need to provide students with an array of teaching strategies, as well as remind them that reading requires them to think with their minds before, during, and after reading.

Post-reading strategies provide students a way to summarize, reflect, and question what they have just read. Here are three post-reading teaching strategies to try in your classroom today.

Exit Slips

The exit slip post-reading strategy is used to help students reflect on what they have just learned. It helps them process concepts and express how or what they feel about the content learned. This strategy requires students to think critically, a skill that is essential in today’s world.

Exit slips are great because they only take students a few minutes to do, and educators get a quick informal assessment of how well the students understood what they have just learned.

How to Use the Strategy

  1. Think about the key concept you want students to get out of the reading or lesson.
  2. Right after the lesson, distribute the exit slips to students.
  3. You can choose to differentiate the exit slips according to your students’ needs and abilities.
  4. Once students write down their responses, be sure to collect the slips.
  5. Review the slips to determine how to meet the needs of all students.



  • Write one thing that you have learned today.
  • Discuss one that you learned today that could be used in the real world.
  • Discuss one thing that you learned today that you would like to learn more about.
  • One thing that surprised me the most today is …
  • Rate your understanding of today’s topic from 1-10.

Frame Routine

Frame routine is a classroom strategy that employs using a graphic organizer to assist students in organizing topics, main ideas, and key details of what they have just read. This technique helps students summarize what they have learned.

How to Use the Strategy

  1. Select the topic. The topic is usually the title of what you just read.
  2. Determine the main idea. Students then record the key ideas of the topic.
  3. Discuss the details. Students write essential details in the appropriate boxes.
  4. Develop the main or big idea of the text. Students write a brief summary of the conclusion that they have drawn.
  5. Review the information on the frame. Once the information is clearly stated and organized on the frame, the teacher evaluates it and plans follow-up activities to extend student learning.

Question the Author

Questioning the author is a strategy that requires students to pose questions and engages them actively within a text. This comprehension strategy challenges students’ understanding of the text and encourages students to ask questions of the author.

Question the author has many benefits, one being that it engages all students in the text. It also helps to solidify their understanding, as well as learn to critique the author’s writing.

How to Use the Strategy

  1. Select an interesting passage that would make for a good discussion.
  2. Mark specific spots that you want to stop at during the text so students will gain a greater understanding.
  3. Create specific questions for each spot to ask students. What is the author trying to say here? Why do you think the author used this particular phrase?
  4. Present a brief passage to students along with a few questions, and model how you think through your answers to the questions.
  5. Challenge students to read and answer the questions that you have prepared.


Teacher demonstration and modeling of each post-reading strategy is absolutely crucial in order for the strategy to be a success. Post-reading comprehension strategies such as the ones mentioned above really drive home the fact that once you have completed your reading, you still have to understand what you have just read. Students need to summarize key points after reading to help them comprehend the information that was learned and retain it longer.