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Using TWA as a R eading Strategy to Improve Students’ Comprehension

Using TWA as a R eading Strategy to Improve Students’ Comprehension. Susie Laughland Spring 2014. Research Question. How does TWA impact comprehension of expository text?. Background.

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Using TWA as a R eading Strategy to Improve Students’ Comprehension

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  1. Using TWA as a Reading Strategy to Improve Students’ Comprehension Susie Laughland Spring 2014

  2. Research Question • How does TWA impact comprehension of expository text?

  3. Background • Previous research on this strategy has been done by Mason, Meadan, Hedin, and Corso. Their results were published in the article “Self-Regulated Strategy Development Instruction for Expository Text Comprehension”. • This article was published in 2006 and discussed their experience using the strategy with several fourth-graders with learning disabilities. • I tried using this strategy with four second-grade students for nine lessons.

  4. TWA • Short for ‘Think before reading, While reading, After reading’. • A list of strategies that students can use while reading to improve comprehension.

  5. TWA Steps • Before Reading: • Author’s Purpose • What You Know • What You Want to Learn • While Reading: • Reading Speed • Linking Information • Rereading Parts • After Reading: • Main Idea • Summarizing Information • What You Learned [Video removed]

  6. Research • Working with four second-grade students • Two boys and two girls: Andy, Brandon, Carmen, Dora • Carmen is ESOL • This research is being done at Plainview-Elgin-Millville Elementary School in Plainview, MN.

  7. Implementation • Lesson 1: Pretest and introducing TWA • Lessons 2-4: Gradual release of work to students (passage and 6-10 comprehension questions) • Lesson 5: Introduce the main idea/supporting details graphic organizer • Lessons 6-8: Gradual release of work and graphic organizer to students • Lesson 9: Posttest

  8. Results • Pretest • Andy: 5/10 • Brandon: 6/10 • Carmen: 5/10 • Dora: 5.5/10 • Posttest • Andy: 7/10 • Brandon: 10/10 • Carmen: 8/10 • Dora: 8/10

  9. Conclusions • Positives • The scores increased between the pre and post tests. • There was an improvement in scores over the pretest shown in nearly every assessment. • The students liked the strategy. • Negatives • Had mixed results from assessment to assessment. • Trouble with using the checklists. • Problems with a few passages and/or assessments.

  10. Final Thoughts • This strategy had very mixed results with second graders. • I might attempt it again with older students, but it seems very confusing for younger students and I would probably try a different strategy in the future.

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