Comprehension Windows Strategy: A Comprehension Strategy and Prop for Reading and Writing Informational Text
Comprehension Windows Strategy (CWS) is an informational text strategy that enhances comprehension during the processes of reading and writing and includes an easy to create instructional prop. CWS provides a structure for assisting students in the essential processes of understanding and organizing...
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| Veröffentlicht in: | The Reading teacher 2008-04, Vol.61 (7), p.571-575 |
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| container_title | The Reading teacher |
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| creator | Bass, Mary Lee Gee Woo, Deborah |
| description | Comprehension Windows Strategy (CWS) is an informational text strategy that enhances comprehension during the processes of reading and writing and includes an easy to create instructional prop. CWS provides a structure for assisting students in the essential processes of understanding and organizing information; it is a means for improved comprehension.
CWS addresses multiple learner outcomes, specifically it (a) facilitates building a content knowledge base, (b) organizes facts, (c) motivates students to become active readers and writers, (d) supports critical thinking, and (e) introduces proper documentation and use of citations. In addition, this strategy can be used in small groups for collaborative practice or used during independent practice. CWS also fosters the natural integration of language Arts and literacy with other content area curriculum standards. |
| doi_str_mv | 10.1598/RT.61.7.7 |
| format | Article |
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CWS also fosters the natural integration of language Arts and literacy with other content area curriculum standards.</description><subject>adolescence</subject><subject>childhood</subject><subject>Citations (References)</subject><subject>Classroom Environment</subject><subject>Classroom techniques</subject><subject>Comprehension</subject><subject>content literacy</subject><subject>Critical Reading</subject><subject>Critical Thinking</subject><subject>Decision making</subject><subject>early adolescence</subject><subject>Educational Opportunities</subject><subject>Educational Strategies</subject><subject>Elementary School Students</subject><subject>Evaluation</subject><subject>Evaluative Thinking</subject><subject>Finished goods</subject><subject>Independent Reading</subject><subject>Inferences</subject><subject>informational</subject><subject>instructional</subject><subject>Instructional Effectiveness</subject><subject>Instructional scaffolding</subject><subject>Language Arts</subject><subject>Law Enforcement</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Methods</subject><subject>monitoring</subject><subject>Outcomes of Education</subject><subject>Prior Learning</subject><subject>processing</subject><subject>Protocol Analysis</subject><subject>reading</subject><subject>Reading comprehension</subject><subject>Reading instruction</subject><subject>Reading Research</subject><subject>Reading teachers</subject><subject>Scaffolding (Teaching Technique)</subject><subject>Sticky notes</subject><subject>strategies</subject><subject>study</subject><subject>Study and teaching</subject><subject>summarizing</subject><subject>Teacher Guidance</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Teaching Tips</subject><subject>Thinking Skills</subject><subject>Units of study</subject><subject>Writing</subject><subject>Writing instruction</subject><subject>Writing teachers</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNqNkkFv0zAYhiMEEmVw4AcgRePEIcGOE8fmVlWjq1a2kQaVm2UcO7gkcWanGv33uOvYqBQQ9sGWv-f99L62g-A1BDHMKHlflDGGcR7nT4IJpAhHSQ7Tp8EEAJRGIMPwefDCuQ3wgxAwCZqZaXsrv8vOadOFa91V5taFq8HyQda7D-E0PCZ-V0LeVeG1NX2ojA0LySvd1XeHa6uH_X7R-UrLB6_iTVjKn8PL4JnijZOv7teT4MvHs3J2Hi2v5ovZdBmJjHqbuRISVgqnEFOqKlVVCCWUQ4ErkmFBkKSkghkSuUplRiRMFf8GpEoAxxnlFJ0Ep4e-vTU3W-kGtjFb6104lgCUEEhp5qG3B6jmjWTam_XJRKudYFOYE0BSkO6paISqZSctb0wnlfbHR_zpCC96fcP-hOIRyM9KtlqMdn13JPDM4O-z5lvn2GJ1-d8smS__le6eFaZpZC2Zf5TZ1WhvYY1zVirWW91yu2MQsP3_Y0XJMGQ5yx9D3vowu7-DrCzKAqHUC94cBBs3GPsgSEACUozgo1ntvMmHOrc_GM5RnrH15Zx9vjhfwa-frhlCvwDDZu-i</recordid><startdate>200804</startdate><enddate>200804</enddate><creator>Bass, Mary Lee</creator><creator>Gee Woo, Deborah</creator><general>Blackwell Publishing Ltd</general><general>International Reading Association</general><general>International Literacy Association</general><scope>BSCLL</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>ISN</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K50</scope><scope>LIQON</scope><scope>M0P</scope><scope>M1D</scope><scope>M2O</scope><scope>M6I</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>200804</creationdate><title>Comprehension Windows Strategy: A Comprehension Strategy and Prop for Reading and Writing Informational Text</title><author>Bass, Mary Lee ; Gee Woo, Deborah</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5934-7fce1df641699fdfdd3329a1c6d856c83e98d153c7f4e58e14fab0ef20a659a93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>adolescence</topic><topic>childhood</topic><topic>Citations (References)</topic><topic>Classroom Environment</topic><topic>Classroom techniques</topic><topic>Comprehension</topic><topic>content literacy</topic><topic>Critical Reading</topic><topic>Critical Thinking</topic><topic>Decision making</topic><topic>early adolescence</topic><topic>Educational Opportunities</topic><topic>Educational Strategies</topic><topic>Elementary School Students</topic><topic>Evaluation</topic><topic>Evaluative Thinking</topic><topic>Finished goods</topic><topic>Independent Reading</topic><topic>Inferences</topic><topic>informational</topic><topic>instructional</topic><topic>Instructional Effectiveness</topic><topic>Instructional scaffolding</topic><topic>Language Arts</topic><topic>Law Enforcement</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>Methods</topic><topic>monitoring</topic><topic>Outcomes of Education</topic><topic>Prior Learning</topic><topic>processing</topic><topic>Protocol Analysis</topic><topic>reading</topic><topic>Reading comprehension</topic><topic>Reading instruction</topic><topic>Reading Research</topic><topic>Reading teachers</topic><topic>Scaffolding (Teaching Technique)</topic><topic>Sticky notes</topic><topic>strategies</topic><topic>study</topic><topic>Study and teaching</topic><topic>summarizing</topic><topic>Teacher Guidance</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>Teaching Tips</topic><topic>Thinking Skills</topic><topic>Units of study</topic><topic>Writing</topic><topic>Writing instruction</topic><topic>Writing teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bass, Mary Lee</creatorcontrib><creatorcontrib>Gee Woo, Deborah</creatorcontrib><collection>Istex</collection><collection>CrossRef</collection><collection>Gale In Context: High School</collection><collection>Gale In Context: Canada</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Access via Art, Design & Architecture Collection (ProQuest)</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Arts & Humanities Database</collection><collection>Research Library</collection><collection>KidQuest Magazines</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>The Reading teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bass, Mary Lee</au><au>Gee Woo, Deborah</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Comprehension Windows Strategy: A Comprehension Strategy and Prop for Reading and Writing Informational Text</atitle><jtitle>The Reading teacher</jtitle><addtitle>Reading Teacher</addtitle><date>2008-04</date><risdate>2008</risdate><volume>61</volume><issue>7</issue><spage>571</spage><epage>575</epage><pages>571-575</pages><issn>0034-0561</issn><eissn>1936-2714</eissn><coden>REDTAH</coden><abstract>Comprehension Windows Strategy (CWS) is an informational text strategy that enhances comprehension during the processes of reading and writing and includes an easy to create instructional prop. CWS provides a structure for assisting students in the essential processes of understanding and organizing information; it is a means for improved comprehension.
CWS addresses multiple learner outcomes, specifically it (a) facilitates building a content knowledge base, (b) organizes facts, (c) motivates students to become active readers and writers, (d) supports critical thinking, and (e) introduces proper documentation and use of citations. In addition, this strategy can be used in small groups for collaborative practice or used during independent practice. CWS also fosters the natural integration of language Arts and literacy with other content area curriculum standards.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1598/RT.61.7.7</doi><tpages>5</tpages></addata></record> |
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| ispartof | The Reading teacher, 2008-04, Vol.61 (7), p.571-575 |
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| language | eng |
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| source | Access via Wiley Online Library; JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | adolescence childhood Citations (References) Classroom Environment Classroom techniques Comprehension content literacy Critical Reading Critical Thinking Decision making early adolescence Educational Opportunities Educational Strategies Elementary School Students Evaluation Evaluative Thinking Finished goods Independent Reading Inferences informational instructional Instructional Effectiveness Instructional scaffolding Language Arts Law Enforcement Learner Engagement Learning Methods monitoring Outcomes of Education Prior Learning processing Protocol Analysis reading Reading comprehension Reading instruction Reading Research Reading teachers Scaffolding (Teaching Technique) Sticky notes strategies study Study and teaching summarizing Teacher Guidance Teachers Teaching Methods Teaching Tips Thinking Skills Units of study Writing Writing instruction Writing teachers |
| title | Comprehension Windows Strategy: A Comprehension Strategy and Prop for Reading and Writing Informational Text |
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