50ac* to Table of 6ontents

INTERVENTION STRATEGY:

PQ4R
Brief Description: The PQ4R method targets reading comprehension, and is used to increase students retention and understanding of reading materials. This self-instruction strategy should be posted in the room and taught to the students through a teach, demonstrate and practice model. The steps in this method are: Previe ing the reading material, Questioning the reading material, Read the material, Reflect over the material, Recite the material, and Revie the material. The steps for implementation are from Understanding, Assessing, and Intervening on Reading Problems !"oseph, #$$%&. Materials Nee e : Poster outlining the PQ4R strategy. I!ple!entation: This strategy can be implemented individually, in small groups, or hole group. 't can be facilitated by a teacher, paraprofessional or adult volunteer. (. )a*e a poster outlining the strategy: "# PREVIE$ Rea t%e c%apter title& !ain topics& an s'(%ea in)s of t%e te*t# +# Q,ESTION S'(%ea in)s can (e t'rne into -'estions t%at .o' can ans/er as .o' rea t%e te*t# 0# READ 4# RE12E3T Reflect /%ile rea in)# ,se t%e -'estions to %elp .o' for! connections# 4# RE3ITE Retell /%at .o' re!e!(er a(o't t%e rea in)s# Rerea sections of t%e te*t t%at /ere not re!e!(ere # 5# REVIE$ Ans/er -'estions an refer (ac6 to t%e te*t to clarif. !ista6en or inco!plete responses# #. +ctivate the students prior *no ledge by revie ing the tas*s involved in the strategy above. + thorough tas* brea*do n may help identify prere,uisite s*ills needed to implement this strategy. 'f the students do not have mastery of one of the components of the process above, additional instruction in this area may be re,uired. -. .iscuss the strategy and hy it is important for the students to remember and understand reading. /et buy-in for the strategy. Tal* about ho it has helped other students in the past, etc. 0e sure the students see its value and ma*e a commitment to use it. Revie the steps for the strategy ith the students. 1. The students then memori2e the strategy. 3ou can facilitate this in many different ays. 4caffolding the instruction may be necessary during this phase. +mple practice and opportunities should be provided until the students can recite the steps. %. Provide support for the strategy during implementation, through direct feedbac* during practice, verbal cuing, prompt cards, etc.

7. 8ventually fade the teacher prompts until the students demonstrate the use of the strategy independently. 8ncourage other teachers to use the same strategy and post it in their classrooms as ell. 9. )onitor students progress using revie ,uestion responses and test results. Sc%e 'le for i!ple!entation: The procedure should be taught until students have mastered the steps and use the strategy independently. Reinforcement of the strategy should occur daily. Variations: + personal inde: card ith the steps on it may be helpful as children learn the strategy. The steps may also be adapted to a graphic organi2er. Researc% S'!!ar. 7 References: "oseph, ;. ). !#$$%&. Understanding, Assessing and Intervening on Reading Problems. 0ethesda, ).. <ational +ssociation of 4chool Psychologists. Tool8Attac%!ents: n=a