Within reading sessions, the teachers uses modelling and think-aloud to model and foster independence in the use of metacognitive strategies. Through this, the children are taught a range of strategies to use before, during and after reading, in order to equip children with the skills and thought-process to understand and adapt within their own learning in Reading. Children use the strategies to deepen their understanding across a wide range of texts:

Strategy 1: Prior Knowledge

The main learning intention of utilising prior knowledge as a strategy for reading, is to make learning more meaningful and provide a sound basis for new knowledge.​ Research says that pupils who engage in prior learning learn more and retain more due to the fact that discussing prior knowledge ascribes meaning and gives a sound basis to build from (whilst also being used throughout reading).​ ​

Strategy 2: Metalinguistics

The purpose of metalinguistics to to understand vocabulary in order to concentrate on meaning within the text. Concrete comprehension requires the identification of words and the retrieval of their meaning. If a reader is able to decode and decipher meaning quickly, it frees up time and capacity to think about what they are reading. Children are encouraged to use their text, prior knowledge and context clues to find the meaning of unfamiliar words or phrases, using the metalinguistic code (see image on the right). A dictionary should be a very last resort, as a means to double-check, but children are encouraged to think critically using the text and the clues that the author has given.

Strategy 3: Visualisation

The purpose of visualisation is to use graphic organisers and other means of organising ideas, to recall, retrieve and make sense of information. Visualisation is used by children to make explicit links between, gain a clearer perspective of and help summarise key elements of a setting, event, character or scene. By visualising the text using, for example, character maps, schema maps, venn diagrams, all children develop the ability to present a unique interpretation of the text, which are justified and supported by evidence.

Strategy 4: Inference

Inference allows children to combine their prior knowledge and experiences, with author clues to draw conclusions, make predictions and identify underlying themes in the text. Skilled readers learn to use clues given within the text and understand how the author is using word choice, character actions or events within the text.

Strategy 5: Main Idea

Main idea teaches children the skill of identifying and understanding the central points, themes or messages within the text. Teaching the main idea requires think-aloud strategies, including using notes and analysing all parts of a text rather than relying only on the opening sentence. For example, looking at the event taking place, character dialogue and looking for repeating themes or ideas. It involves identifying what is mostly happening in a chapter or extract by combining inference and prior knowledge to understand the author’s overall message or train of thought.

Strategy 6: Summarising

Through summary, children learn to use paraphrasing to retell the most important events or parts of a text. Concrete knowledge of story structure and sequence, as well as good paraphrasing skills, are necessary in order to write a solid summary of the text. This can be done orally or written, or a combination of both (such as taking notes under headings, or using a timeline).