REAP - A Strategy for Improving Reading/Writing/Study Skills

Abstract

We read at our own pace, finish with an inchoate lump of meaning unformed by language, and go on to other activity. Henry goes on to suggest that it is not until we try to communicate the ideas of the passage, to ourselves or to others, that we indeed conceptualize it and know what meaning we have. This idea is supported by evidence from the field of verbal learning which strongly suggests that one learns best when the task one undertakes requires meaningful processing and an overt response (Anderson, 1970). Although reading teachers give lip service to the notion of developing active readers, it has become increasingly apparent that many common teaching practices, including the establish purpose, read, answer questions pattern typical of the DRA and its variations, are not adequately accomplishing this purpose. Even when such practices are moderately successful in the classroom, they tend to