TWA - Reading Strategy
What: TWA is a self-regulated strategy development tool that has readers Think before they read, think While they read, and think After they read. It is combined with written summarization. Hoyt (2010) and Robevich and Perin (2008). TWA utilizes SRSD framework to establish self-regulation and management. The TWA intervention specifically involves having students learn the nine components of what makes a good reader, which are taught over three stages.
Why: Successful readers use a variety of strategies to comprehend texts. The TWA strategy provides a simple way to remind students to implement nine high-impact reading strategies. Multiple studies have indicated the efficacy of the TWA strategy. (Hoyt (2010, 2009); Mason, Snyder, Sukrham & Keedham (2006); and Rogevich & Perin (2008))
With Whom: The TWA strategy can be utilized as part of whole class, small group or one on one instruction. The strategy should be reinforced with students who are struggling readers. Research has shown particular efficacy with students who have learning disabilities or who have an emotional disturbance.
When: The strategy could be taught explicitly early in the year in ELA. Graphic organizers and routines should be repeated in content area courses. Alternatively, a series of small group lessons have also been demonstrated to be effective. Consequently, instruction could take place either in a pull out SETSS setting or as a strategy for alternate teaching in an ICT classroom. An outline of the small group lessons is attached.
How/Procedure: Utilizing the SRSD teaching strategy students will be taught to be apply the following three steps before, during, and after reading.
T – Think before you read: (a) identify the author’s purpose, (b) reflect on what you know, and (c) determine what you want to learn
W – While you are reading: (a) monitor your reading speed, (b) link what you already know to things you are reading, and (c) re-read parts that are confusing.
A – After you have read: (a) establish the main idea for each paragraph.
Risks: Students who are struggling readers frequently feel shame around their reading difficulties. Removing students from the classroom for reading instruction may increase these anxieties and result in students refusing to utilize the strategies.
Lesson outli
Why: Successful readers use a variety of strategies to comprehend texts. The TWA strategy provides a simple way to remind students to implement nine high-impact reading strategies. Multiple studies have indicated the efficacy of the TWA strategy. (Hoyt (2010, 2009); Mason, Snyder, Sukrham & Keedham (2006); and Rogevich & Perin (2008))
With Whom: The TWA strategy can be utilized as part of whole class, small group or one on one instruction. The strategy should be reinforced with students who are struggling readers. Research has shown particular efficacy with students who have learning disabilities or who have an emotional disturbance.
When: The strategy could be taught explicitly early in the year in ELA. Graphic organizers and routines should be repeated in content area courses. Alternatively, a series of small group lessons have also been demonstrated to be effective. Consequently, instruction could take place either in a pull out SETSS setting or as a strategy for alternate teaching in an ICT classroom. An outline of the small group lessons is attached.
How/Procedure: Utilizing the SRSD teaching strategy students will be taught to be apply the following three steps before, during, and after reading.
T – Think before you read: (a) identify the author’s purpose, (b) reflect on what you know, and (c) determine what you want to learn
W – While you are reading: (a) monitor your reading speed, (b) link what you already know to things you are reading, and (c) re-read parts that are confusing.
A – After you have read: (a) establish the main idea for each paragraph.
Risks: Students who are struggling readers frequently feel shame around their reading difficulties. Removing students from the classroom for reading instruction may increase these anxieties and result in students refusing to utilize the strategies.
Lesson outli
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