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TWA- Reading Strategy (Expository text comprehension)

Stephanie Irizarry Teaching Learning Strategies SPED EDU 315-01. TWA- Reading Strategy (Expository text comprehension). What is TWA?. Mnemonic used for reading Has 3 parts Before, during, and after reading 9 strategies altogether

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TWA- Reading Strategy (Expository text comprehension)

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  1. Stephanie Irizarry Teaching Learning Strategies SPED EDU 315-01 TWA- Reading Strategy (Expository text comprehension)

  2. 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

  3. What are Mnemonics? • “A word, sentence, picture device, or a technique for improving or strengthening memory” (Wolgemuth p. 1)

  4. 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.

  5. Three Types of Mnemonic Strategies • Letter strategy (ppt focus) • Keyword strategy • Pegword strategy • BECAUSEBig Elephants Can Always Understand Small Elephants

  6. The first component of TWA • T-Think Before Reading • Think about: • The Authors Purpose • What you know • What you want to learn

  7. Second Component of TWA • W- While Reading • Think about: • Reading Speed • Linking Knowledge • Rereading Parts

  8. The Final Component of TWA • A- After Reading • Think about: • The Main Idea • Summarizing Information • What you Learned

  9. Who benefits from TWA? • All Students Benefit from TWA!!

  10. Your Turn! • Lets practice what TWA stands for! • T __________ _________ ________ • W __________ _________ ________ • A __________ _________ ________

  11. 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.

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