PLAN: A study-reading strategy

PLAN (Predict-Locate-Add-Note) is a study-reading strategy that we have been teaching in our developmental reading course at Texas State University since 1992. Recently, we published research on our teaching of PLAN in:

Radcliffe, R. A., Caverly, D. C., Hand, J., & Franke, D. (in press). Improving reading in a middle school science classroom. Reading Professor.

Caverly, D. C., Nicholson, S. A., & Radcliffe, R. (2004). The effectiveness of strategic reading instruction at the college level. Journal of College Reading and Learning, 35(1), 25-49.

Radcliffe, R., Caverly, D. C., Peterson, C. L., & Emmons, M. (2004). Improving textbook reading in a middle school science classroom. Journal of Reading Improvement, 41(3), 145-156.

Caverly, D.C., Mandeville, T.F., & Nicholson, S.A. (1995). PLAN: A study-reading strategy for informational text, Journal of Adolescent & Adult Literacy, 39(3), 190-199.

We use these instructional pages to teach students how to do PLAN using a college level text.

We have included several samples in which our students have developed webpages documenting their understanding of the P.L.A.N. study-reading strategy for some of their courses. These pages serve to help our students learn PLAN by documenting their understanding as well as provide instructional webpages for other developmental students. Note that some of the students understand the strategy better than others. Your comments are welcome. These include examples in:

 

 

Revised Dec., 2006,

David Caverly