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Building Literacy 4-6

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Building Literacy 4-6 > Strategies > Chunking

Chunking

Overview

Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively. Breaking down texts and words for young learners helps with Decoding and can strengthen foundational reading components including Phonological Awareness and Morphological Awareness and support Reading Fluency. Chunking techniques can be used with traditional and digital texts as instructors can arrange and group different parts of the texts for learners to process each chunk of text individually. Chunking can be particularly effective for supporting multilingual learners and for struggling readers, including those with dyslexia.

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    Example: Use This Strategy In in the Classroom

  • Teachers can facilitate chunking in many ways depending on the lesson and the needs of the individual learners. For emergent readers and writers, breaking down longer words into syllables and chunks based on phonetic representation can help them build Alphabet Knowledge and strengthen Decoding skills. Simplifying sentences into smaller chunks can aid comprehension overall, but can also help young learners to understand the components of a sentence for use in their own writing.

    • Design It into Your Product

  • Developers can create spaces where teachers can digitally alter text to group paragraphs together and highlight important sections to help readers focus Attention. Products should have the capability for teachers to upload scanned text to allow for digital chunking of the text. Additionally, developers can create a large bank of grade level words for teachers to create chunking activities with. These activities, including matching and breaking down letter sounds, can be done both digitally and traditionally and can help to strengthen Vocabulary knowledge. Annotation capabilities can also help teachers model how to chunk texts independently and give students practice opportunities.

    • Factors Supported by this Strategy

    Learner Background
    Safety
    Background Knowledge
    Socioeconomic Status
    Sleep
    Social Supports
    Physical Well-being
    Primary Language
    Hearing
    Adverse Experiences
    Social and Emotional Learning
    Social Awareness & Relationship Skills
    Self-Regulation
    Motivation
    Stereotype Threat
    Sense of Belonging
    Emotion
    Cognition
    Visual Processing
    Sensory Integration
    Speed of Processing
    Short-term Memory
    Working Memory
    Cognitive Flexibility
    Auditory Processing
    Inhibition
    Long-term Memory
    Metacognition
    Attention
    Language and Literacy
    Background Knowledge

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