| Reading is a crucial ability for people to know the world. For college student,comprehension skill is the main aptitude to learn a language. Students need to develop theircomprehension skill to meet the needs for learning or testing. Teachers also would like tolook for an effective strategy to enhance students’ comprehension skill. KWL strategy wasfirst put forward by Donna Ogle in1986, who advocated the effectiveness of KWL was toactivate students’ prior knowledge and make students to be independent readers (Ogle,1986).This thesis is aimed to find out the relations between KWL strategy and students’ readingcomprehension skill, the effectiveness of KWL in enhancing readers’ comprehension and theevaluations for students and teachers in using KWL strategy in reading class. Thesignificance of the research can make a theoretical framework for the application of KWL.Teachers in the reading class can use the model of KWL strategy. Thus the effectiveness andvalidity of KWL can not be played due to the shortage of theoretical bases of KWL strategy.The definition of KWL can be explained in three words: know-want-learn. Whatmeans the prior knowledge of students; want stands for the knowledge students want to learn;learn claims the final knowledge students gain (Ogle,1986). KWL strategy was firstproposed and developed by Ogle, professor in National-Louis University in United States.Scholars like Anderson, Ogle, Carr, Stone and Miller all agree with the usefulness of KWL,who claim that KWL strategy is helpful in increasing the interest of reader, assisting to readexpository articles. However, KWL still need to be modified in terms of the limitations ofacceptance of students and the applicability of reading materials. KWL strategy is a kind ofmetacognitive approach which means the thinking of thinking (Flavell,1976). Metacognitioncan guide readers to know what they are reading in order to improve the effects ofcomprehension. Metacognitive strategy like KWL can facilitate students to do the readingindependently. Trained with metacognitive strategy can consolidate the comprehension skill to have a clear and reasonable plans for reading.In the experimental phase, qualitative and quantitative methodology will be used in thedata collection and analysis for the results. Experimental group and control group will becompared to test the effectiveness of KWL which will be offered for students in experimentalgroup. The academic charts made from SPSS will be analyzed in terms of the comparison ofall the statistics. The results can demonstrate the validity and reliability of KWL. Thestudents who have got the training of KWL can perform better in the posttests. KWL canactivate the prior knowledge for accepting new information. The interest and motivation forreading can also be stimulated due to the whole procedure of reading in K W and L steps.The effectiveness of KWL has been indicated in the experiment. KWL does have apositive influence on students’ comprehension skill. All the basic comprehension skill can beconsolidated and developed logically and cognitively. Teachers prefer to use KWL due to theconvenient operation to manage the class. Not all the students will choose KWL because ofthe long-term preparatory process. |
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