We read in order to comprehend. The ability to comprehend written text means that readers understand what they read, think about what they read and are active participants in the reading process. Readers can do this cooperatively, in small groups, where they focus on and discuss books and other reading material, or independently. Brainstorming in this manner allows readers to engage their brains, monitor their thinking and check for understanding.
Brainstorming generally starts with a question. "What ideas do you have about...?" is an example of a brainstorming question. Teachers or parents guide responses by evaluating the response and expanding on it. "Interesting! That's a great thought (evaluate) and did you consider this as well? (expand)"
Both the reader and teacher use open-ended brainstorming questions such as "who, what, where, when, why" to help readers think about the text. "Who are the characters?" "What is the subject of this article?" "What might happen next?" "I wonder where they went?" "Why did she do that?"
By generating questions and responding to them, readers process what they have read in an active manner and improve their understanding of what they read.
Graphic organizers are diagrams or devices used to make sense of content in a visual way. Examples of graphic organizers are maps, webs, charts, graphs and Venn diagrams. They are used by readers as they brainstorm text they have read, either alone or in groups. As readers respond, the questions and responses are added to the diagrams in an organized way.
Graphic organizers help the reader focus on the concepts and content and how they relate to each other. They help readers improve memory and solidify their understanding.
Predicting what comes next in a story is a type of brainstorming. A teacher or parent can pose the question, "What do you think will happen next?" This prompts the reader to explore and share a number of possible scenarios. In small groups, readers can share and discuss all of their ideas and predictions. This helps readers to think about plot and story structure and imagine their own scenarios.
Research supports retelling and summarizing of what readers read to comprehend the meaning of the written text.
The brainstorming process helps readers prepare to summarize what they have read. Having readers retell a story, or sum up an article in their own words, supports the development of reading comprehension. A teacher or parent can help readers summarize information by proposing brainstorming questions, such as, "What is the main idea in this article?" "What are the connections between this and that?" Readers condense their responses into the main points of the written piece in an effort to improve comprehension.