twa- reading strategy (expository text comprehension)

TWA- READING STRATEGY (EXPOSITORY TEXT COMPREHENSION)

Stephanie Irizarry

Teaching Learning Strategies SPED

EDU 315-01

What is TWA?

Mnemonic used for reading Has 3 parts

Before, during, and after reading 9 strategies altogether Can be used for the whole class,

groups, and for individual students

What are Mnemonics?

“A word, sentence, picture

device, or a technique for improving or

strengthening memory” (Wolgemuth p. 1)

When are mnemonics used?

“Teachers use the strategy

whenever they want students to

remember important information.”Can be used in all subjects, foreign

language vocabulary, spelling, phonics, and spelling.

Kleinheksel, K., & Summy, S. (2003). Enhancing Student Learning and Social Behavior Through Mnemonic Strategies. Teaching Exceptional

Children, 36(2), 30-35. Retrieved from Academic Search Premier database.

Three Types of Mnemonic Strategies

Letter strategy (ppt focus)

Keyword strategy Pegword strategy

BECAUSEBig Elephants Can Always Understand Small Elephants

The first component of TWA

T-Think Before ReadingThink about:

○ The Authors Purpose○ What you know○ What you want to learn

Second Component of TWA

W- While ReadingThink about:

○ Reading Speed○ Linking Knowledge○ Rereading Parts

The Final Component of TWA

A- After ReadingThink about:

○ The Main Idea○ Summarizing

Information○ What you Learned

Who benefits from TWA?

All Students Benefit from TWA!!

Your Turn!

Lets practice what TWA stands for! T __________ _________

________ W __________ _________

________ A __________ _________

________

References Kleinheksel, K., & Summy, S. (2003). Enhancing Student Learning and Social

Behavior Through Mnemonic Strategies. Teaching Exceptional Children, 36(2), 30-35. Retrieved from Academic Search Premier database.

Mason, L. (2004). Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers. Journal of Educational Psychology, 96(2), 283-296. doi:10.1037/0022-0663.96.2.283.

Mason, L., Meadan, H., Hedin, L., & Corso, L. (2006). Self-Regulated Strategy Development Instruction for Expository Text Comprehension. Teaching Exceptional Children, 38(4), 47-52. Retrieved from Academic Search Premier database.

Wolgemuth, J., Cobb, R., & Alwell, M. (2008). The Effects of Mnemonic Interventions on Academic Outcomes for Youth with Disabilities: A Systematic Review. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 23(1), 1-10. doi:10.1111/j.1540- 5826.2007.00258.x.

(2006). TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students. Exceptional Children, 73(1), 69-87. Retrieved from Academic Search Premier database.