Revisiting the K-W-L: What we Knew; What we Wanted to Know; What we Learned

Authors

Anne Crout Shelly, The University of South Carolina Spartanburg
Becky Bridwell, Startext Elementary School, Duncan, South Carolina
Linda Hyder, O.P. Earle Elementary school, Landrum, South Carolina
Nina Ledford, Boiling Springs Junior High School, Spartanburg, South Carolina
Paula Patterson, D.R. Hill Middle School, Duncan, South Carolina

Publication Date

2-1-1997

Abstract

Good teachers are always searching for ways to enhance learning in their classrooms. Researchers and practitioners alike continue to develop and refine strategies which improve comprehension and increase retention while nourishing students' ability to learn independently. The K-W-L strategy (What-we know; what we want to know; what we learned), first described by Ogle (1986), is such a strategy. Though there is research to support the effectiveness of the KW-L, any strategy may need to be modified and refined to improve its effectiveness in promoting learning. We five teachers collaborated to study how the implementation of the KW-L can be varied in different classroom settings in order to ensure that it has the desired effect on the reading comprehension and learning of elementary and middle school students.

Recommended Citation

Shelly, A. C., Bridwell, B., Hyder, L., Ledford, N., & Patterson, P. (1997). Revisiting the K-W-L: What we Knew; What we Wanted to Know; What we Learned. Reading Horizons: A Journal of Literacy and Language Arts, 37 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol37/iss3/5