Content Area Addressed: Reading Comprehension
Strategy: REAP.
Appropriate Grade Level: 3-12
Procedures/Steps:
Read to discover the writer’s message. Simply read to understand what the author is saying in the text. This is
an important element to teach the students because it is the first step in comprehending text. If the student does
not know what the authors message is, they will not progress is their reading comprehension skills.
Encode the message by putting it into one’s own language. It is important for the student to put the authors
words into words that the individual student can understand. Most learning students do not have the vocabulary
of an established author and more than likely, there will be words in the text that the students does not
understand. Part of reading is increasing your vocabulary and to effectively do that, you need to translate
difficult words to easy words.
Annotate by writing the message in notes for oneself or to share with others. To effectively use this strategy,
students should be writing small messages throughout the text to discuss with others. Often times people view
text differently and can share their view on what the author meant. Some text have multiple ways to interpret
events and the only way to view that is by sharing your thoughts, or “messages”, with other people.
Ponder, in other words, process the message. What did the text mean to you? How can you relate to it? This is the
step in which the student looks back at the story and sorts everything out. Often times by looking back and
summarizing an entire story, you pick up little details the author put in the text for a reason. By summarizing, you
are also mentally organizing the text for easy retrieval of information regarding the story!
Comments and/or tips:
- Read: Engaging prior knowledge can also help students discover the authors message.
- Encode:
- Annotate:
- Ponder:
Source: 4
Eanet, M. G., & Manzo, A. V. (1976). Reap- a strategy for improving
reading/writing/study skills. Journal of reading, 19(8), 647-652.