FOR-PD’s Reading Strategy of the Month

Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture (Peshkin, 1992; Protheroe & Barsdate, 1992; & Lee, 1992). When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose. Prior knowledge is a powerful resource students use to understand text. Research indicates that students with prior knowledge of particular topics remember more information than do students with little or no prior knowledge. (Kujawa and Huske, 1995) Students ' use of these strategies is not automatic or procedural. And when they practice using these strategies, they do not use a rote set of steps. Instead students learn to use the strategies in methodical phases in a stop-start fashion before, during, and after reading (Strategic Teaching and Reading Project, 1995). Text comprehension can be improved by instruction using specific comprehension strategies (NIFL, 2001). According to the 2000 report of the National Reading Panel, two out of the eight most promising types of instruction that appear to be effective for classroom use in developing comprehension are comprehension monitoring and graphic organizers. The Anticipation Guide was developed by J. E. Readence in 1986, and it is normally used with small group or individual reaction with students in grades 2-12. It is a detailed activity that uses prediction in order to make a connection to comprehension. It is a variation of the study guide and is designed to enhance comprehension by encouraging students to make predictions about concepts to be covered in the text. It can be used in any subject area when students have some background and preconceived notions relating to the concepts to be presented. Statements are created which support and contrast author ideas with student belief systems. The purpose of the guide is to prepare students to read with specific purposes. Steps: Identify major concepts students are expected to learn. Determine ways these concepts might support or challenge their beliefs