Transcript TWA- Reading Strategy

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

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Letter strategy (ppt
focus)
Keyword strategy
Pegword strategy

BECAUSE
Big Elephants Can Always
Understand Small Elephants
The first component of TWA

T-Think Before Reading
 Think about:
○ The Authors Purpose
○ What you know
○ What you want to learn
Second Component of TWA

W- While Reading
 Think about:
○ Reading Speed
○ Linking Knowledge
○ Rereading Parts
The Final Component of TWA

A- After Reading
 Think 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
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
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
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.15405826.2007.00258.x.
(2006). TWA + PLANS Strategies for Expository Reading and Writing:
Effects for Nine Fourth-Grade Students. Exceptional Children, 73(1), 6987. Retrieved from Academic Search Premier database.