REAP Strategy in Reading Comprehension

The REAP Strategy is an Annotation Strategy for improving reading and writing skills. Annotating has several benefits (Strode, 1993). Besides making texts more meaningful, annotating improves student attention while reading and makes reading a more active process. Annotation writing enhances information processing and, in turn, improves registration of information in memory. There is less information to remember when it has been summarized in an annotation, and annotations are written in a student's own words.

Students exposed to annotation writing are better able to write succinct summaries of texts, which may improve performance on exams and standardized tests. Annotating focuses student attention on those aspects of text often overlooked while reading. While the strategy may be used for nearly any subject, it is especially helpful in English courses in which summary and critique writing is common requirements.

REAP develops independent reading skills by encouraging the reader to put the main idea 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. It is particularly beneficial for students with learning problems because it encompasses analysis and synthesis.

REAP is an acronym for the following process:

• R - Read to determine the writer's message.

• E - Encode the message by putting it into your own words.

• A - Annotate by writing the message for yourself or sharing it.

• P - Ponder the message through self-questioning and discussion with others.

And it is one of strategies to approach in reading comprehension.

References:

Bromley, K. D. (1985).  Precise writing and outlining enhance content learning. Reading Teacher, 38, 406-411.

Eanet, M. G. and Manzo, A. V. (1976).  REAP - A strategy for improving reading/writing/study skills.  Journal of Reading, 19, 647.

Smith, C. C. and Bean, T. W. (1980).  The guided writing procedure:  Integrating content reading and writing improvement.  Reading Teacher, 29, 220-294.

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