KWL Strategy Improves Studying Skills

 

K-W-L: READ WITH A PURPOSE!

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KWL Chart: Teaching Strategies #4

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KWL Strategy

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KWL

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Instructional Strategies The KWL Strategy

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Teaching K-W-L Strategy

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Best Practices: High School Reading Strategies

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The KWL reading strategy is an instructional technique used to improve reading comprehension. It also improves a student’s ability to remember the material. KWL is most often used with expository reading materials such as classroom textbooks, research articles, and journalistic pieces. The K-W-L strategy is a a useful tool for teaching reading comprehension.

The technique ties together student’s prior knowledge, their desire to learn more, and the conclusions of their learning. (http://www.readingeducator.com) The strategy works by creating a chart and labeling it K (Know), W (Want to know), and L (learned). USING KWL STRATEGY TO IMPROVE THE READING COMPREHENSION SKILLS ON HORTATORY EXPOSITION TEXTS. Abstract This study is about the implementation of Know, Want, Learned (KWL) strategy to enhance students’ reading comprehension.

The desire to conduct the research toward this study is to investigate how the proper implementation of KWL helps the students’ increasing their ability in terms of reading skill. The study revealed that there was an improvement from the pre-test to the posttest and that the teacher had implemented KWL strategy accordingly so that the students improved their reading comprehension skill. KWL strategy is a reading strategy that uses questioning to activate prior knowledge, to understand metacognition, and to write to learn.

In the first step students, alone or with others, brainstorm what they knowabout the reading topic. Next, students write what they want to learn about the topic. In the last, students read the material and share.

Purpose: Improve Reading Comprehension by activating background knowledge. Description: The K-W-L strategy stands for what I Know, what I Want to learn, and what I did Learn. Language Arts/Reading Description: This lesson utlizes the KWL technique to enhance students’ reading comprehension skills. Goals: Students will advance in their reading and comprehension skills. Definition/Description: K-W-L is known as an instructional reading strategy and is often used to guide students through a topic through the use of a graphic organizer or three columns.

It was created by Donna Ogle in 1986. Students begin by brainstorming everything they know about a given topic, which recorded under the K column. from negative at titudes to po sitive feeling towards reading class after the K-W-L method was used and to improve Vietnamese students’ reading skill as well as catching the main idea in the.

List of related literature:

Good readers know which strategy to use for a solving a particular reading problem; they apply a range of strategies in order to attain meaning.

“Teaching for Deep Comprehension: A Reading Workshop Approach” by Linda J. Dorn, Carla Soffos
from Teaching for Deep Comprehension: A Reading Workshop Approach
by Linda J. Dorn, Carla Soffos
Stenhouse Publishers, 2005

Likewise, reading strategies take more time at first, but with practice, help the reader to understand and remember much more from the text in less time than it would take without using reading strategies.

“Reading Comprehension Strategies: Theories, Interventions, and Technologies” by Danielle S. McNamara
from Reading Comprehension Strategies: Theories, Interventions, and Technologies
by Danielle S. McNamara
Lawrence Erlbaum Associates, 2007

When to teach this strategy If you see readers who… • have a difficult time remembering the basic words they are attempting to read.

“The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction” by Gail Boushey, Allison Behne
from The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction
by Gail Boushey, Allison Behne
Stenhouse Publishers, 2019

These strategies help weaker readers improve reading comprehension and, therefore, improve their content area learning.

“Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders” by Judith L. Irvin, Julie Meltzer, Melinda S. Dukes
from Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders
by Judith L. Irvin, Julie Meltzer, Melinda S. Dukes
Association for Supervision and Curriculum Development, 2007

This strategy walks students through the steps of the reading process: stimulate background knowledge, predict, read, and synthesize.

“Strategies for Success with English Language Learners” by Virginia Pauline Rojas, Association for Supervision and Curriculum Development
from Strategies for Success with English Language Learners
by Virginia Pauline Rojas, Association for Supervision and Curriculum Development
Association for Supervision & Curriculum Development, 2007

For older students, more attention is directed toward the goal of becoming strategic readers so that they self-monitor their comprehension; retell, paraphrase, and summarize what they read; make inferences and predictions based on reading; and ask and answer questions.

“Essentials of Assessment Report Writing” by Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, Alan S. Kaufman
from Essentials of Assessment Report Writing
by Elizabeth O. Lichtenberger, Nancy Mather, et. al.
Wiley, 2012

It is true that there is a small initial benefit in these strategy exercises for young readers.

“The Knowledge Deficit: Closing the Shocking Education Gap for American Children” by E. D. Hirsch
from The Knowledge Deficit: Closing the Shocking Education Gap for American Children
by E. D. Hirsch
HMH Books, 2007

The demonstration helps less-experienced readers identify their own thinking patterns as they engage with text, with the goal that they will apply this strategy when reading independently.

“Literacy in Australia: Pedagogies for Engagement” by Amy Seely Flint, Lisbeth Kitson, Kaye Lowe, Kylie Shaw, Sally Humphrey, Mark Vicars, Jessa Rogers, Shelley Ware
from Literacy in Australia: Pedagogies for Engagement
by Amy Seely Flint, Lisbeth Kitson, et. al.
Wiley, 2019

These preplanned lessons might be conducted during guided reading groups so that students can practice using the focal strategies with texts at their independent or instructional reading level.

“Best Practices in Literacy Instruction, Fourth Edition” by Lesley Mandel Morrow, Linda B. Gambrell, Nell K. Duke, Jennifer Renner Del Nero
from Best Practices in Literacy Instruction, Fourth Edition
by Lesley Mandel Morrow, Linda B. Gambrell, et. al.
Guilford Publications, 2011

• The before-reading self-questioning strategy: This strategy focuses on teaching students to use the self-questioning process as a way of previewing text before reading begins and creating a set of guiding questions to check comprehension during reading.

“Culturally Responsive Literacy Instruction” by Robert Algozzine, Bob Algozzine, Dorothy J. O'Shea, Festus E. Obiakor
from Culturally Responsive Literacy Instruction
by Robert Algozzine, Bob Algozzine, et. al.
SAGE Publications, 2009

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

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13 comments

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  • Ma’am or sir could I got the teacher’s email,who was teaching the students at that class sinceI want to know and learn more from her since I also apply this this strategy in my thesis, Thank you for helping☺

  • The final result turned to be an absolutely great success! Such a smart way to teach children reading, [Check Details Here >>=>> https://t.co/GXJxb2nJz3 ] and the phonics you teach through your program is the most thorough and practical way and it is easy and fun to learn!

  • Excellent video with numerous, helpful ideas to assist students in leveraging reading for greater understanding. Also applicable for middle school.

  • Lovely video content! Apologies for butting in, I am interested in your initial thoughts. Have you thought about Millawdon Future Ticket Trick (probably on Google)? It is a great one off product for teaching children to read without the headache. Ive heard some great things about it and my BF after a lifetime of fighting got excellent results with it.

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  • Excellent material. Be careful about emphasizing a false dichotomy based on perceived source quality. “Are we going to read a Seventeeen Magazine article?” (rhetorical questions) “NO!” Well, that’ might not be the way to proceed. In fact, learning to close read accessible texts first may important, just as easier and familiar stories can be used to teach literary elements. As far as Seventeen Magazine, let’s not be too quick to dismiss this sort of writing as writing that does not need a significant level of attention and analysis. For example: http://www.seventeen.com/life/a12151106/what-is-feminism-why-is-it-important/

  • The govt is making teachers and children doing false “learning” so that makes children stay out of college. This is why parents are having home schools now.

  • I love this! Please create more videos to explore this strategy further and demonstrate how the student’s literacy progressed through the school year.

  • Lovely Video! Sorry for the intrusion, I would love your thoughts. Have you ever tried Millawdon Future Ticket Trick (Sure I saw it on Google)? It is a smashing exclusive product for teaching children to read without the normal expense. Ive heard some interesting things about it and my mate after many years got cool results with it.

  • very informative. the method used here to develop reading amongst students was indeed innovative. this strategy would also be useful to develop cooperative feeling amongst students and thus class becomes an inter-active classroom. brain-storming of ideas becomes crucial to check the entry level of the student.

  • An absolutely enlightening insight into a powerful tool for developing analytical and discovery readers. Thank you ma’am for simply explaining the process!

  • So often teaching reading is not embraced as a subject needed in secondary. However many of our secondary students still need reading instruction as well as support in content literacy.
    Dr Kendra Strange Shaffer

  • An excellent example of an interesting and participative style of teaching children where every child in the class gets attentive and benefits from learning with good communication skills of the teacher.