THRILD is a before reading strategy that is used with informational or expository text. The strategy provides a framework for new information. It activate prior knowledge and helps students connect new information with what is already known, as well as setting a purpose for reading. Explicitly teaching key reading comprehension and learning skills - making connections, self-questioning, visualising, inferring, determining importance, summarising, synthesising and self-monitoring - can help students become more purposeful, active readers, thinkers and learners.

The KWL is a before, during and after reading and learning strategy. It is used to connect a student’s prior knowledge to what they are actively learning. The student begins by thinking about what they already know about the topic. Next, they think about what they want to know or find out and finally, they actively learn something new about the topic. Explicitly teaching key reading comprehension and learning skills - making connections, self-questioning, visualising, inferring, determining importance, summarising, synthesising and self-monitoring - can help students become more purposeful, active readers, thinkers and learners.

CHATT, a during and after reading strategy, encourages students to actively engage with text as they read. Students code the text as they read and then transfer the information to a summary sheet, thereby creating study notes. The Summary section provides the opportunity for the teacher to give key information and connect new information with previously learned information if necessary.Explicitly teaching key reading comprehension and learning skills - making connections, self-questioning, visualising, inferring, determining importance, summarising, synthesising and self-monitoring - can help students become more purposeful, active readers, thinkers and learners.

The Somebody-Wanted-But-So strategy is used during or after reading. It provides a framework to use when summarising the action of a story or historical event by identifying key elements. The strategy also helps students identify the main ideas, recognise cause and effect relationships, make generalisations, identify differences between characters and look at various points of view. Explicitly teaching key reading comprehension and learning skills - making connections, self-questioning, visualising, inferring, determining importance, summarising, synthesising and self-monitoring - can help students become more purposeful, active readers, thinkers and learners.