Concept of Reading, Encode, Annotate and Ponder (REAP)
Technique
1.
Definition of Reading, Encode, Annotate and Ponder (REAP)
Technique
According
to Eanet and manzo (1976: 647-652) REAP
is a strategy for helping readers read and understand a text. Allen. J (2004) REAP
is an acronym for Reading, Encode, Annotate and Ponder. As students go back to
the text for each stage of REAP they will consider the text from a different
vantage. Each stage asks the student to
analyze the text at a higher level to increase and deepen comprehension.
Manzo (1975)
REAP is designed to improve thinking, the
underlying musculature for active reading and meaningful writing. The idea for
this reader-writer exchange system was proposed some time ago as a means of
improving and supporting a national content area reading and writing project
essentially for urban schools.
2. The Teaching Procedure of REAP technique
Eanet
and manzo (1976: 647-652) point
out the the Reading, Encode, Annotate and Ponder (REAP) Technique as follows
a. The
purpose of REAP
REAP develops independent reading skills by
encouraging the reader to put the information of the passage into his/her own
words, both orally and in written form. It can be employed as a study
technique, thereby assisting long term memory. REAP primarily is a
cognitive-enrichment approach that teaches students to think more precisely and
deeply about what they read.
b. With whom can it be used?
REAP is an effective strategy for students in
grades four through high school. Because
it is a multisensory approach to learning its effectiveness is enhanced. It is particularly beneficial for students
with learning problems because it encompasses analysis and synthesis.
c. The
teaching procedures should be used with REAP
1)
READ to get the writer’s basic message;
2)
ENCODE the message into your own words while
reading;
3)
ANNOTATE your analysis of the message by
writing responses from several perspectives or writing the message for yourself
or sharing it
4)
PONDER what you have read and written—first by
reviewing it yourself, then by sharing and discussing it with others, and
finally by reading and discussing
The teacher should begin with easy reading
materials. Students will require practice in determining the message or main
idea. Several examples should be examined and critiqued. The teacher could model the process by
thinking out loud. Students will find it useful to share annotations in pairs
or small groups for evaluation, clarification and further development.
d. The
types of settings should REAP be used
REAP can be used independently, as a study
technique. It is also suited for group work where research can be pondered and
discussed. In co-operative learning situations, REAP would be a useful tool.
e. The
extent has research shown REAP to be useful
Research has shown REAP to be highly successful
and useful. Eanet and Manzo (1976) praise REAP as a strategy which will ensure
meaningful reading and encourage concise writing and thinking. REAP is also a
technique for imprinting information in long term memory
In
addition Robb, L. (2003) defines
Procedure of REAP in four steps there are:
a. R- read
on your own.
In the Reading
stage, the students read to figure out the writer’s message while taking note
of the title and author
b. E-
encode the text by putting the gist of what you read in your own words.
As students move into Encoding, the students must take what they have read and place it into their own words. This allows the students to internalize the content of the reading while thinking about representing the main ideas, message in the author’s and their own words
c. A-
Annotate the text by writing down the main ideas and the author’s message.
Once in the Annotate
stage, students look at the main ideas and the author’s message by writing a
statement that summarizes the important points. Annotations are brief summaries
of a text that explain and or critique the text. Annotates can be done by
writing the message in notes or in a journal form. In this stage, the student
should look at important words and quotes of the text
d. P-ponder
what you read by thinking and talking with others in order to make personal
connections, develop questions about the topic, and/or connect this reading to
other reading you have done.
The use of this strategy will cause the
students to revisit the text during each stage of the REAP process. Once
students move to the Ponder stage of this activity,
they must connect with the text at a higher level through analysis and
synthesis of the reading like making
connections through examples. This requires us to know our students so that the
examples we use actually do connect. Furthermore, when we use examples in the
ponder stage it helps to clarify content for the students and models for
students the process of supporting their claims and opinions with examples,
explanations and evidence.
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