What Is a Subheading
A subheading is a secondary heading that divides a longer section of text into smaller, more manageable chunks. It sits below a main heading and signals that the content below covers a specific subtopic or related idea.
Why It Matters for Struggling Readers
Subheadings function as visual anchors that help readers navigate text. For struggling readers, including those with dyslexia or reading fluency delays, subheadings reduce cognitive load by breaking dense paragraphs into labeled sections. Research shows that readers with dyslexia process information more efficiently when text is chunked this way, as it allows them to pause, process meaning, and prepare for the next idea.
Subheadings also support comprehension strategy instruction. When teaching a child to preview text before reading, subheadings give explicit clues about what to expect. Students can scan subheadings, ask themselves questions about each section, and use this framework to organize their thinking. This aligns with evidence-based approaches like Orton-Gillingham, which emphasize explicit, systematic instruction in how texts are structured.
How to Use Subheadings When Teaching
- Preview strategy: Before reading, have students read all the main headings and subheadings aloud. This builds an anticipatory framework and activates prior knowledge.
- Section-by-section reading: Stop after each subheading section to check comprehension. Ask "What did you learn in this part?" or "How does this connect to the subheading?" This prevents readers from pushing through without understanding.
- Question generation: Teach students to turn subheadings into questions. The subheading "Types of Photosynthesis" becomes "What are the types of photosynthesis?" Students then read to answer their own question.
- IEP alignment: For students with IEPs targeting reading comprehension, use subheadings explicitly in goals. Measurable objectives might include "Student will identify the main idea of a section using the subheading as a guide with 80% accuracy."
- Informational text focus: Subheadings appear far more frequently in nonfiction and expository texts than in narrative. If a student struggles with informational text comprehension, direct attention to how subheadings signal content organization.
Subheadings Across Reading Levels
Early readers (Lexile 200-500) encounter subheadings sparingly, usually with single-word or two-word labels ("Animals," "Plants"). Intermediate readers (Lexile 500-750) see longer, more descriptive subheadings that hint at specific ideas. Advanced readers (Lexile 750+) work with subheadings that are often questions or complex noun phrases, requiring more inference to understand their relevance.
Common Questions
- How do I teach a struggling reader to use subheadings when they're still working on phonics? Start orally. You read the subheading aloud, discuss what it means, then students listen as you read the section. Gradually move toward students reading subheadings themselves once phonics foundations are stronger. This separates decoding from meaning-making.
- Are subheadings required in an IEP reading program? Not required, but recommended. If a student's IEP includes goals around "using text features to locate information" or "organizing main ideas," subheadings are a natural teaching vehicle. Document which text features are being taught and why.
- What if the textbook has poorly written or vague subheadings? Rewrite them yourself for teaching purposes. If a subheading is too vague, create a clearer version on a worksheet or study guide. This explicit revision also teaches students what makes a subheading effective.