TWA+PLANS Strategies for Expository Reading and Writing Effects by rockandrolldreams

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									  TWA+PLANS Strategies for
Expository Reading and Writing:
   Effects for Nine Fourth Grade
              Students
 Council for Exceptional Children
              (2006)
            Shaun Etu
  National Assessment of
        Education
 30% of all middle/ high school struggle
  with reading comprehension and writing

 Low performance scores on tests

 Students with Learning Disabilities have
  a greater problem
Self-Regulated Strategy
      Development


 Provide teaching strategies for
  low-achieving students
  struggling with learning
       TWA Strategy


 Nine Step Procedure



 Enhance comprehension of reading
  passages
             T in TWA

 T “Think Before Reading”

   Think about:
   The Author's Purpose
   What You Know
   What You Want to Learn
             W in TWA

 W “While Reading”

   Think about:
   Reading Speed
   Linking Knowledge
   Rereading Parts
              A in TWA

 A “After Reading”

   Think about:
   The Main Idea
   Summarizing Information
   What You Learned
       TWA continued…
 A validated study was conducted

 32 fifth-grade students with/without Learning
  Disabilities

 TWA vs. Simple Questioning

 TWA instruction out performed simple
  questioning
            PLANS

 3 step procedure



 Enhance students ability to write
  proper essay
       PLANS Step 1

 P-Pick Goals
 L-List Ways to Meet Goals
 A-And
 N-Make Notes
 S-And Sequence Notes
  PLANS steps 2 and 3

 Step 2: Write and Say More
 Students revise essay and add in new
  information


 Step 3: Test Goals
 Do a self-evaluation on their own work
    PLANS continued…

 A validated study was conducted
 4 fifth-grade students with learning
  disabilities
 Performance Improved:
              Number of words
              Time to complete
               Overall Quality
          TWA+PLANS

 A study on the use of both

 Mid-western urban elementary school
  participated

 9 students selected 4 with learning
  disabilities
           Continued…

 Split into 3 groups

 Students received a baseline
  measurement of comprehension and
  writing

 Students were instructed in both
  strategies (until success)
          Continued…

 Students were asked to find 4 to 6 main
  ideas using both strategies



 Students were also asked their own
  personal feedback
             Results

 The students achieved greater success
  overall using TAW+PLANS



 Students enjoyed using the methods
  because it slowed them down
           Questions

 Would you as teacher use these
  strategies?



 Which Strategy do you find to be more
  appealing?
END!!!

								
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