(CLASSROOM ACTION RESEARCH) Reading Comprehension Through

SQRW
PROPOSAL
(CLASSROOM ACTION RESEARCH)

1. Title : Improving the Achievement of the Second Years Students of SMP Negeri 2 Tegallalang
in Reading Comprehension Through SQRW in Academic Year 2009/2010.

2. Introduction :
Reading comprehension is an essential skill for learners of English. For most of learners it is the most
important skill to master in order to ensure success in learning. With strengthened reading skills, learners of
English tend to make greater progress in other areas of language learning. Reading should be an active, fluent
process that involves the reader and the reading material in building meaning.
Teaching students how to utilize the skills and knowledge they bring from their first language, develop
vocabulary skills, improve reading comprehension and rate, and monitor students improvement are just some of
the elements that teachers must consider in preparing for an English language reading class. Learning to read in
a second or foreign language is a process that involves learning skills, learning new vocabulary and patterns,
and cultivating the ability to transfer skills from the classroom to the real world, where English may be used.
In Indonesia, English has been taught as a foreign language both as local current subject for elementary
school students and as compulsory subject for junior and senior high school students. The 2006 School Based
Curriculum or Kurikulum Tingkat Satuan Pendidikan, KTSP, gives opportunity for every school to develop their
own curriculum that taking account the standards designed by the government. According to the 2006 curriculum
or KTSP, student of English are expected to master in language skills namely listening, speaking, reading, writing
and to have communicative competence in using it. Having communicative competence means students have
competencies in understanding and producing discourse in spoken and written under meaningful context which
influenced by situation and culture.
The basic competency of reading skill mentioned in KTSP of SMP for the second year students is to
comprehend transactional discourse and dialogue leading to interpersonal meaning and/or oral monologue in the
forms of descriptive, narrative, recount, and report. The achievement indicator the students must gain is being
competent in the sub reading skill, including comprehending main idea, specific information, word meaning and
textual reference of the text.
However, the thing that many students find difficulties in reading activity is to comprehend or
understanding the information of the reading material. The fact of the students problem in comprehending
reading text above also become the problem encountered by the second year students of SMP Negeri 2
Tegallalang. Almost student have a problem in comprehending reading text, in the four reading sub skills. The
reading class is bored them because of the English teacher in teaching reading only involve tasks in the text
book, read the text, and answer the questions following the text.
In line with the above reality, it is important to take a consideration in order to solve the problem and to
improve the students achievement in reading comprehension. One thing that must be taken into account is the
strategy in teaching reading. The strategy will use in this study call SQRW, a Reading strategy mostly used in
reading books.
The writer conduct this study for the purpose of improving the second year students in reading
comprehension, especially in comprehending main idea, specific information, word meaning and textual
reference of a text using SQRW.
2.1. Statement of the Problem

2.1.1. Major Problem
Could SQRW strategy improve the second year students of SMP Negeri 2 Tegallalang in comprehending
reading text?

2.1.2. Minor Problem
1) Could SQRW strategy improve the achievement of the second year students of SMP Negeri 2
Tegallalang in finding out the main idea of reading text?
2) Could SQRW strategy improve the achievement of the second year students of SMP Negeri 2
Tegallalang in finding out the specific information of reading text?
3) Could SQRW strategy improve the achievement of the second year students of SMP Negeri 2
Tegallalang in finding out the word meaning of reading text?
4) Could SQRW strategy improve the achievement of the second year students of SMP Negeri 2
Tegallalang in finding out the textual referent of reading text?

2.2. Objective of the Study
2.2.1. Major Objective
The major objective of the study is to improve the achievement of the second year students of SMP
Negeri 2 Tegallalang in comprehending reading text through SQRW strategy.

2.2.2. Minor Objective
The minor objective of the study is:
1) to improve the achievement of the second year students of SMP Negeri 2 Tegallalang in finding out the
main idea of reading text through SQRW strategy.
2) to improve the achievement of the second year students of SMP Negeri 2 Tegallalang in finding out the
specific information of reading text through SQRW strategy.
3) to improve the achievement of the second year students of SMP Negeri 2 Tegallalang in finding out the
word meaning of reading text through SQRW strategy.
4) to improve the achievement of the second year students of SMP Negeri 2 Tegallalang in finding out the
textual referent of reading text through SQRW strategy.

2.3. Scope of the Study
This study is focus on finding out if the SQRW strategy could improve the students achievement
on reading comprehension, especially on the four sub reading skills, or not. The genre of the reading text
will use in this study is in the form of narrative and is limited to the class A of the second year students of
SMP Negeri 2 Tegallalang in academic year 2009/2010

2.4. Hypothesis
The hypothesis of the study is that SQRW strategy could improve the achievement of second year
students in class A of SMP Negeri 2 Tegallalang in comprehending reading text, especially in finding out
the main idea, specific information, word meaning and textual referent.

2.5. Definition of Key Term.

2.5.1. Achievement
Achievement is defined as the act of achieving or something achieved especially by great effort or
persistence quoted by Merriam-Webster, in Juniari (2003:6). Achievement in this study is something that
is achieve at the end of a lesson using a test. In other words, it refers to the scores the students gain in
the test of reading comprehension.

2.5.2. Reading Comprehension
Gillet and Temple in Juniari (2003:8) stated that reading comprehension is a search for meaning,
actively using our word knowledge and the text to understand new things we read. We need knowledge
of the world to understand new things, need to be familiar with various text structure encountered and
need to be active in seeking meaning to rise up from the passage.

2.5.3. Narrative reading text
According to Tonjes, et al. (1990), as citied in http://cps.uswp.edu/courses/
EDUC310/Texstruct/narrativetextnarrative text is the text used to entertain, to tell a story, or to provide
as aesthetic literary experience. They also said that narrative text is based on life experience and is
person-oriented using dialogue and familiar language.

2.5.4. SQRW Strategy
SQRW is a four-step strategy for reading and taking notes from chapters in a textbook. Each letter
stands for one step in the strategy. Using SQRW will help you to understand what you read and to
prepare a written record of what you learned. The written record will be valuable when you have to
participate in a class discussion and again when you study for a test. It is an effective reading process,
related to some techniques that usually help the readers not only to enjoy their reading but also to read
and remember the main point.

3. Review of Related Literature

3.1. Reading Comprehension
Comprehension, a complex cognitive process, is central to acquiring a new linguistic system. Input must
be decoded in some comprehensible fashion for second language acquisition to occur. In the case of a foreign
language reading comprehension, the reader uses previous knowledge to construct and integrate meaning from
text. During reading there is simultaneous cognitive processing involving pattern recognition, letter identification,
lexical access, concept activation, syntactic analysis, propositional encoding, sentence comprehension,
activation of prior knowledge, information storage, and comprehension monitoring. According to connectionist
models (e.g., Koda, 2005, 2007; Nassaji, 2002. in Diana Pulido and David Z. Hambrick) the generic knowledge
structures, or background knowledge, that are accessed during reading are largely determined by the quality of
the text base that the learner constructs. Text base quality is affected by the individuals text processing
efficiency (i.e., ability in lower-level processes, such as word recognition and syntactic parsing) and working
memory.
Gillet and Temple in Juniari (2003:9) stated that reading comprehension is a search for meaning, actively
using our word knowledge and the text to understand new things we read. We need knowledge of the world to
understand new things, need to be familiar with various text structure encountered and need to be active in
seeking meaning to rise up from the passage.
Simanjutak (1998), as citied in Raharja (2004:9), agreed on reading as a cognitive process of making
interaction with print and monitoring comprehension to establish meaning which involves the process of
identification (the ability of the reader to identify or determine what the text says) and the process of interpretation
(the readers activity to make sense or to draw out the meaning of the reading text they read).
Reading comprehension is process of understanding written text or information presented by the author
and affected by many factors. Those are factors within the readers, factor within the written message, and factors
within the reading environment (Pearson Johnson, in Gipe (1991:156).
Comprehension processes and second language acquisition processes, although somewhat overlapping,
are also distinct. For example, comprehension involves constructing a mental representation from the
propositional content for the purpose of understanding the message. However, in order for a linguistic system to
be developed through comprehension activities, additional input processing must occur. Such processing entails
making form-meaning connections from the input, or focusing attention on new forms and associating them with
their functions or referents.

3.2. Narrative Text
Depdiknas (2003:80) stated that narrative text learned by the students of junior high school related with
problematic events whose social function are to amuse, entertain, and deal with actual or vicarious experience in
different ways.
Narrative text is reading for story. It is often called fiction in which the values are used to describe,
explain human behavior (citied in http;//www.ksde.org/outcomes/texttype.doc).
Meanwhile, Tonjes, et al. (1990), as citied in http;//cps.uswp.edu/courses
/EDUC310/textstruct/narrative.asp, stated that narrative text is the text used to entertain, to tell a story, or to
provide as aesthetic literary experience. They also said that narrative text is based on life experience and is
person oriented using dialogue and familiar language.

3.3. SQRW
SQRW, it might sound sort of complex but its actually quite simple and straight forward. SQRW is a four-
step strategy for reading and taking notes from chapters in a textbook. SQRW is a four-step strategy for reading
and taking notes from textbooks that will help you better prepare for exams, better prepare for class discussion,
improve your reading comprehension and help you learn better using textbooks. SQRW stands for Survey,
Question, Read and Write.

Survey : The first step in the SQRW reading strategy is Survey. Before you actually start reading a chapter
you first survey the chapter. You read the chapter title, introduction, headings and the summary or
conclusion at the end of the chapter. When you survey you should also review any pictures,
graphs, maps, or tables in the chapter and the caption (text explanation that goes with each). The
purpose of surveying the chapter is to quickly learn what the chapter is about before reading it in its
entirety.

Question : The second step in the SQRW reading strategy is to ask questions as your read. Questions help
you to focus and give your reading purpose. Instead of simply reading without purpose now you are
searching for useful, applicable information. Use each chapter heading to develop questions for
that chapter. For example, for chapter titled Housing Training Dogs you might develop the
question How many ways are there to house train a dog? or What is involved in house training a
dog? If a chapter heading contains several ideas you may want to form a question for each idea.
Always remember to use the chapter headings to develop questions dont use the conclusion,
summary, introduction or the text to develop your questions.

Read : The R in the SQRW stands for Read and represents the third step in the SQRW reading strategy.
Once youve surveyed the chapter and developed questions based on the chapter titles you should
then read the information contained in the chapter to answer the questions you developed. As you
read the chapter in an attempt to answer the questions you developed you may find it necessary to
modify your question(s) or you may think of more questions that need to be answered. Make sure
to focus as you read and take time to thoroughly answer each question you develop.

Write : The final step in the SQRW reading strategy for reading textbooks is Write. Make sure to write each
of the questions you form along with its answer in a notebook. After youve written down each
question as well as the answer to each question review each question again to make sure you have
completely answered the question.

3.4. Empirical Review
SQRW strategy is a strategy used in teaching reading which is based on the strategies the good readers
use when they are reading.
There were other strategies with the same basis had been empirically tested by some researchers of
IKIP Negeri Singaraja. One of them is called SQ3R which stands for Survey, Question, Read, Recite, and
Review. Putri (2002), as one of the researchers, conducted a study for the purpose of improving the students
ability in reading comprehension through SQ3R strategy. Her study showed that the strategy could improve the
students ability in reading comprehension. It could be seen from the mean score of the achievement test
conducted in every cycle which showed gradual improvement.
SQRW and SQ3R are similar. Both of them devote the students to survey or preview the title and
introductory paragraph of the text, read, answer the questions, identify the important information and summarize
the information in ones own words
The second strategy is PARTS strategy which was conducted by Juniari (2005). The purpose of his study
was to improve the first year students reading comprehension through the strategy. The result indicate that
PARTS strategy provided guidance and advantages to help the students in comprehending reading text. PARTS
as well as SQRW strategy similarly ask the students to do preview activity, answer the questions, read the text
and also rewrite or recreate text.

4. Research Methodology

4.1. Subjects
The subject of the study is the second year students of SMP Negeri 2 Tegallalang in academic year
2009/2010, especially class VIIA. The subject consists of 40 students, 23 male and 18 females.

4.2. Research Design
The researcher implemented a classroom action research. Carr and Kemmis stated Classroom Action
Research is a form of self-reflective inquiry undertaken by participants in social (including educational) situation
in order to improve the rationality and justice of (a) their own social or educational practices, (b) their
understanding of these practices, and (c) the situation in which practices are carried out. (McNiff, 1988, in
Sandiani, 2005:6),
Classroom action research is conducted in cyclic process, involving the process of planning, action,
observation and reflection (Kemmis and Taggart, 1998:10). This action research was conduct to the second year
students of SMP Negeri 2 Tegallalang by implementing cycles. The cycle could be figure out as follows.
4.3. Research Instrument
Some instruments use to obtain the data are:
1) Reading task
Reading tasks are used in each session during the action of the cycle.
2) Test
There are two kinds of test administered in this study, those are pre-test and post-test. The pre-test is
conducted to see the problems faced by the students. The post-test is conducted at the end of each cycle to
find the students improvement in reading skill.

3) Teachers diary
Teachers diary is designed in the form of unstructured observation sheet. It is used to identify extra finding,
like students behavior and attitude during the teaching learning process.

4) Questionnaires
Questionnaires are conducted when the post-test are administrated to the students. The purpose is to see
the students opinion as well as their feeling during the teaching learning activity.

5) Interview
An informal interview is conducted to see the students opinion to the way they usually do in reading class.

4.4. Research Procedure
This present study conducts in order to improve students ability in reading comprehension through
SQRW strategy to encourage them to read and feel confident about their ability to understand written text. Due to
the aim of this study, an action-based research, is the one that proposed by Kemmis and Taggart (1998, in
Sandiani, 2005:14).

1). Pre-test
The researcher observes the students attitude and behaviors toward the test given during the pre-test. This pre
observation was conducted in order to find out whether they find any difficulties or not. Based on the result of the
pre-test and the pre observation, the researcher then decide whether to stop or continue this study and
conducting a treatment by applying SQRW (Survey, Question, Read, Respond, Review and reflect) strategy in
teaching learning reading.
2). Cycle
The treatment is going to be conducted in cyclic process and the cycle consists of three meetings. The
cycle is started with reflection. Based on the result of that reflection, then making a plan, action and observation,
evaluation and get reflection again the action before based on the result of the observation the evaluation.
The action procedure that will be implemented in this study as follows:
Planning :
o Making a teaching scenario for each meeting.
o Preparing the reading material will be used in the exercise and post test.
o Preparing the teaching media (pictures, photos and slides)
o Preparing the work sheet.
o Preparing the test.
o Preparing the observation instruments ( teachers diary and questionnaire)

Action :
Steps in the teaching and learning process
o Pre-activity
- Engagement (gives short brainstorming related to the topic for focusing the students attention).
o whilst-activity
- Exploration (giving student a chance to train)
- Elaboration (giving a challenge to reinforce the student to enlarge their knowledge)
- Confirmation (to generalize the material learned : sentence pattern, phrases, new words)
o Post-activity
- Assessment

Based on the action procedures above, the researcher can construct a teaching scenario as follows:
ACTIVITIES
AIM
INTERAC
TION
TIME
ALLOTME
NT
TEACHER STUDENTS
Pre-activity.

ACTIVITIES
AIM
INTERAC
TION
TIME
ALLOTME
NT
TEACHER STUDENTS
1. greets the students.

2. check the students attendant

3. check the students readiness for the
class.



4. Showing pictures related to the text
prepared and write the title of the text
prepared to use in reading class
5. Ask the students to predict what the
text is going to tell about.




6. asked the students some questions
related to the topic orally
1. Responding greeting

2. Listening and responding


3. Prepare their stationeries



To get the
students ready
for the class

T - Ss
Ss -T

5 min
4. - Look at the picture.
- Talk about the picture




5. predict what the text
telling about.





6. answer the questions
orally

To generate
students
interest






To predict topic
To create an
interest on the
topic and
content
To relate topic
with Ss Prior
knowledge.

To give an
awareness of
nature and
structure of text

T - Ss
Ss -T







T - Ss
Ss -T





T - Ss
Ss -T

10 min
Whilst-activity
7. Distributing the reading text to
students with the question list.


8. check the students understanding of the
questions

9. Read the text.


10. Read the text for the second time.

11. Ask the students to read the text and
note the difficult words, phrases.


12. ask the students to answer the
questions individually.


7. take the text







8. Ask if they dont
understand the questions
yet.

9. Listening to the teacher

10. Repeat after the teacher


11. Read the text silently and
note the difficult words,









To train Ss to
see their
purpose of
reading



To train Ss
listening skill


T Ss







T - Ss
Ss -T




T - Ss


T - Ss

65 min
ACTIVITIES
AIM
INTERAC
TION
TIME
ALLOTME
NT
TEACHER STUDENTS

13. ask the students to check their answers
with their neighbors.


14. check the answers together orally





15. Scoring their answers.



16. Submitting the students work sheets.

17. Conducting post test at the end of this
cycle.
phrases they did not
understand.

12. Answer the questions





13. Check their answer with
their neighbors.




14. answer the question orally
and making some
corrections to their work if
there are any mistakes.

15. Write the score they get on
their worksheets.

16. Submitting the work
sheets.

17. take the test

To train Ss for
the
pronunciation

To integrate
reading with
speaking and
note keeping

To scan and
skim for
meaning


To train Ss get
information
from text.
To integrate
reading with
writing.

To train Ss to
share their
opinions or
ideas.





To integrate
reading with
speaking and
writing.





To train Ss to
be fair















T - Ss
Ss - Ss






individually






Ss - Ss







T - Ss
Ss -T







individually




T - Ss
Ss -T


T - Ss
Ss T
ACTIVITIES
AIM
INTERAC
TION
TIME
ALLOTME
NT
TEACHER STUDENTS
Post activity
18. Giving students enough time to do the
task.

19. Asking them to check answers by
themselves.

20. Submitting the students work sheets.

21. Check the answers together with the
students

22. Giving a chance to the students to ask
some questions

23. Asking the students whether they like
the way they have in the reading class
or not.

24. Summarizing the lesson.

25. Teacher says farewell to the students.

18. Doing the task



19. Check the answer by
themselves


20. Submitting the worksheet


21. Answer the question orally


22. Asking some questions if
there are any difficulties.


23. Expressing their opinions
about the teaching learning
process they have

24. Making some notes

25. Saying thank you and
good bye.


To measure the
students ability
in reading skill






To integrate
reading with
speaking

Individually









T - Ss
Ss -T



20 min

Observation :
o To note the class situation during the activity, the teacher uses the teachers diary.
o The questionnaire is given to find out their attitude toward the strategy used.
o The result of post test is used to measure the weakness of the strategy used.
o Comparing the result of the pre-test and the post-test in order to know whether there is an improvement of the
students ability in reading comprehension through the use of SQRW strategy.
Reflections :
o Analyzing the first meeting with steps of planning, action and the observation in order to decide whether to
continue the investigation by conducting other cycle or stop.
4.5. Data Analysis
The data analyze based on the result of the pre-test and the post-test conducted. It is analyzed in
descriptive analysis.
1) Questionnaires, teachers diary and interview result are analyzed in qualitative descriptive.
2) The interval data are analyzed in quantitative descriptive, based on the students production of correct
answers. Descriptive analysis means that the researcher notes score of the students in term of the number of
correct answer as well as the mean scores of the whole students in pre-test and the post-test in the cycle
conducted. The score of each reading sub skill, finding out the main idea, finding out the specific information,
finding out the word meaning and finding out the textual referent, will be calculated using the following
formula :
a.

To see the mean score of each reading skill, use the formula as follows:
b.
4.6. Success of Indicator
Students level of mastery in reading comprehension is determined based on criteria proposed by
Masidjo (1995:153) that will use PAP (Criterion Referenced Evaluation) type 1. Furthermore, Masidjo states that
the students would be considered successful if the students score could attain at least 6.5 of the maximum score
(10). It means the ideal passing score is at least 65%. This study will be stopped when 90% of the students,
subject of this study, get 65 as the minimal score for their reading comprehension according to the SKBM (the
passing criterion) of English in SMP Negeri 2 Tegallalang. The criteria could be seen in the following table.


90% - 100% = excellent
80% - 89% = very good
65 - 75% = good
55 - 64% = sufficient
Less than 55% = insufficient



It means:
Excellent : those students who are able to answer the test items between 90% - 100% correctly.
Very good : those students who are able to answer the test items between 80% - 89% correctly
Good : those students who are able to answer the test items between 65% - 79% correctly
Sufficient : those students who are able to answer the test items between 55% - 64% correctly
Insufficient : those students who are able to answer the test items less than 55% correctly


References
Adrienne L. Herrell and Michael Jordan. (2004) Fifty Strategies for Teaching English language learners. New
Jersey: Pearson Education, Inc.
Diana Pulido and David Z. Hambrick. 2008. The Virtuous Article: Modeling Individual differences in
L2 Reading and Vocabulary Development. http://nflrc.hawaii.edu/rfl.
Gipe, J. P., 1991. Creative Reading Technique. 2
nd
Ed. USA : Gorsuch Scarisbrick Publishers.
Herena et al, 2004. Materi Pelatihan Terintegrasi Bahasa Inggris, Jakarta: Depart ement Pendidikan Nasional
Juniari, Ni Putu, 2005. The Application of PARTS Strategy to improve the achievement of the second year
students in comprehending reading text. Unpublished Thesis, IKIP Negeri Singaraja.
Kemmis, Stephen, and Robin Mc Taggart. 1988. The Action Research Planner. Deakin University. Melbourne.
Kurikulum 2004 Standard Kompetensi Mata Pelajaran Bahasa , Jakarta: Departement Pendidikan Nasional
Masidjo,Ing. 1995. Penilaian Pencapaian Hasil Belajar Siswa di Sekolah. Yogyakarta :Kanisius.
Putri, Desak Ayu Eka. 2002. Improving the Ability in Reading Comprehension Through SQ3R Technique of
Class IIA Student Of SMU N 1 Bangli. Skripsi Singaraja : IKIP Negeri Singaraja.

Raharja, Dewa Nyoman Sami, 2004. Improving The first Year Students Reading through STDA Strategy.
Singaraja : Skripsi IKIP Negeri Singaraja.
Sandiani, Putu Sri. 2005, Using Song to Improve the Ability of the Second Year Students of SMP Bhaktiyasa
Singaraja in Listening Comprehension in the Academic Year 2004/2005. Unpublished Thesis,
STKIP Agama Hindu Singaraja.
Tonjes, et al. 1990, Narrative Text http://cps.uswp.edu/courses/EDUC310/Texstruct/ narrativetext.

Review of Related Literature to Reading
Comprehension
In my classroom, above the chalkboard are giant purple letters that say, Reading Is Thinking,
writes Cris Tovani in her book I Read It But I Dont Get It. Comprehension is a thoughtful
process, she explains, and readers need instruction that shows them how to read and think. Tovanis
book goes on to explain how that instruction looks in her classroom. Its one of many books teachers
and parents can use to help children read better.
Seven Keys to Comprehension
In 1997, Ellin Oliver Keene and Susan Zimmermann, partners at the Denver-based Public Education and
Business Coalition, published Mosaic of Thought, which explained how good readers use thinking strategies to
build comprehension. Zimmermann followed with Seven Keys to Comprehension, a work designed to give
parents and teachers practical advice on teaching children to read strategically. She explains how readers use their
background knowledge and imagination to visualize what they read. Zimmermann also reveals how children can
learn to ask themselves questions to help them find important details and make key inferences. Finally, she shows
how readers can put ideas together to form a complete understanding of what theyve been trying to comprehend.
Reading with Meaning
Debbie Miller, the author of several books on reading, outlines methods for teaching reading comprehension to
elementary school students in Reading with Meaning. Miller discusses setting up a classroom where plan
instruction around what students need individually and help those students with one-on-one conferences. Reading
teachers, Miller believes, need to build relationships with their students based on trust and open communications.
Miller teaches students to work with the same reading strategies Zimmermann and Keene outline in their works.
However, in the book, Miller describes teaching students to apply those comprehension strategies independently.
I Read It, But I Dont Get It
Tovani, who also worked with Keene and Zimmermann, is a teacher and literacy coach in Denver. In this book,
she discusses why many children who have learned how to recite the words on the page still struggle with
comprehension. She believes struggling readers need to see how good readers think as they read. To promote
thinking, Tovani asks children to write down whats on their minds as they read. Tovani says writing makes
readers pay attention to their thinking voice, the thoughts they have as they try to understand the text. By
recording their thinking in the margin -- or on another piece of paper -- students create a permanent record of their
attempts to understand the text. Readers can return to their thinking, revise their ideas and accumulate
information needed to build comprehension.
Deeper Reading
In Readicide, English teacher and literacy consultant Kelly Gallagher warned educators about literacy practices
that he felt killed student motivation to read. In Deeper Reading, he describes what effective reading instruction
looks like. He tackles methods for getting students to tackle difficult books such as Romeo and Juliet and All
Quiet on the Western Front. Challenging material, Gallagher explains, usually requires more than one reading.
He outlines plans for what he calls first-draft readings and second-draft readings. Gallagher encourages
readers to work through the confusing parts of their books and to reread passages to find new ideas they didnt
see in the first reading.
References
I Read It, But I dont Get It; Cris Tovani
Seven Keys to Comprehension; Susan Zimmermann
Reading with Meaning; Debbie Miller
Deeper Reading; Kelly Gallagher
Resources
Mosaic of Thought; Susan Zimmermann and Ellin Oliver Keene
Readicide; Kelly Gallagher
About the Author
David Raudenbush has more than 20 years of experience as a literacy teacher, staff developer and literacy coach.
He has written for newspapers, magazines and online publications, and served as the editor of "Golfstyles New
Jersey Magazine." Raudenbush holds a bachelor's degree in journalism and a master's degree in education.
Photo Credits
Digital Vision./Digital Vision/Getty Images