A KWL table, or KWL chart, is a graphical organizer designed to help in learning.

The letters KWL are an acronym, for what students, in the course of a lesson,
already know, want to know, and ultimately learn.
KWHL Charts (also called "What I Know" Charts, KWL charts, and Know-Wonder-
Learn charts) are a type of chart, a graphic organizer that help the student
organize what they know and what they want to learn about a topic before and after
the research is done.
K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide
students through a text. Students begin by brainstorming everything they Know
about a topic. This information is recorded in the K column of a K-W-L chart.
Editable KWL Grid. Editable KWL Grid - Either as a class, or individually, this
lovelygrid can be used to record what children already know, what they would like
to find out, and then what they have learnt about the topic.
An Anticipation Guide is a strategy that is used before reading to activate
students' prior knowledge and build curiosity about a new topic. Before reading a
selection, students respond to several statements that challenge or support their
preconceived ideas about key concepts in the text.
KWL reading method
KWL is intended to be an exercise for a study group or class
that can guide you in reading and understanding a text.
You can adapt it to working alone, but discussions definitely help.
It is composed of only three stages that reflect
a worksheet of three columns with the three letters:

what we
What we Want to what we
Know know Learned

The Directed Reading Thinking Activity (DRTA) is a comprehension

strategy that guides students in asking questions about a text,
making predictions, and then reading to confirm or refute their
predictions. The DRTA process encourages students to be active
and thoughtful readers, enhancing their comprehension.

The directed listening and thinking activity (DLTA) is a strategy that was first
identified by Stauffer (1980). It is used with early childhood students or students
who are not yet successful independent readers. Teachers use this strategy to
establish a purpose for reading with their students.
Question-Answer relationship (QAR) is a strategy to be used after students have
read. QAR teaches students how to decipher what types of questions they are being
asked and where to find the answers to them. Four types of questions are examined
in the QAR.
Distal renal tubular acidosis (dRTA) or Type 1 renal tubular acidosis (RTA) is the
classical form of RTA, being the first described. Distal RTA is characterized by a
failure of acid secretion by the alpha intercalated cells of the cortical collecting duct
of the distal nephron.
SQRRR or "SQ3R" is a reading comprehension method named for its five steps:
survey, question, read, recite, and review. The method was introduced by Francis
Pleasant Robinson, an American education philosopher in his 1946 book Effective
Study.
SQ3R is an abbreviation to help you remember the steps and to make references to
it simpler. The symbols stand for the steps followed in using the method: Survey,
Question, Read, Recite, and Review.
Use the SQR3 method of reading to be an active and effective reader. The passive
reader learns little. The aggressive reader organizes information and answers
questions. SQR3: survey, question, read, recite, review.
SQ3R is a comprehension strategy that helps students think about the text they
arereading while they're reading. Often categorized as a
study strategy, SQ3R helps students "get it" the first time they read a text by
teaching students how to read and think like an effective reader.
SQ5R is an excellent technique to use with textbooks that provide a lot of
information and require you to learn material in depth. Textbooks in many
disciplines such as biology, psychology, and sociology fall into this category. SURVEY
- Before reading the actual chapter, read the introduction and summary (if given).
SQ3R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your reading assignment.
Before you read, Survey the chapter:
the title, headings, and subheadings

captions under pictures, charts, graphs or maps

review questions or teacher-made study guides

introductory and concluding paragraphs

summary

Question while you are surveying:

Turn the title, headings, and/or subheadings into questions
 Read questions at the end of the chapters or after each subheading

Ask yourself,
"What did my instructor say about this chapter or subject
when it was assigned?"
Ask yourself,
"What do I already know about this subject?"
Note: If it is helpful to you, write out these questions for consideration.
This variation is called SQW3R
When you begin to Read:
Look for answers to the questions you first raised

Answer questions at the beginning or end of chapters or study guides

Reread captions under pictures, graphs, etc.

Note all the underlined, italicized, bold printed words or phrases

Study graphic aids

Reduce your speed for difficult passages

Stop and reread parts which are not clear

Read only a section at a time and recite after each section

Recite after you've read a section:

Orally ask yourself questions about what you have just read, or summarize, in
your own words, what you read
Take notes from the text but write the information in your own words

Underline or highlight important points you've just read

Reciting:
The more senses you use the more likely you are to remember what you read
Triple strength learning: Seeing, saying, hearing
Quadruple strength learning: Seeing , saying , hearing, writing!!!
Examples of comprehension skills that can be taught and applied to all reading
situations include:
Summarizing

Sequencing

Inferencing

Comparing and contrasting

Drawing conclusions
 Self-questioning

Problem-solving

Relating background knowledge

Distinguishing between fact and opinion

Finding the main idea, important facts, and supporting details

These skills are particularly important for comprehending what is generally known
as information reading or expository reading.

Teaching Reading
Strategies for Developing Reading Skills
Using Reading Strategies
Language instructors are often frustrated by the fact that students do not
automatically transfer the strategies they use when reading in their native language
to reading in a language they are learning. Instead, they seem to think reading
means starting at the beginning and going word by word, stopping to look up every
unknown vocabulary item, until they reach the end. When they do this, students are
relying exclusively on their linguistic knowledge, a bottom-up strategy. One of the
most important functions of the language instructor, then, is to help students move
past this idea and use top-down strategies as they do in their native language.
Effective language instructors show students how they can adjust their reading
behavior to deal with a variety of situations, types of input, and reading purposes.
They help students develop a set of reading strategies and match appropriate
strategies to each reading situation.
Strategies that can help students read more quickly and effectively include
Previewing: reviewing titles, section headings, and photo captions to get a
sense of the structure and content of a reading selection
Predicting: using knowledge of the subject matter to make predictions about
content and vocabulary and check comprehension; using knowledge of the
text type and purpose to make predictions about discourse structure; using
knowledge about the author to make predictions about writing style,
vocabulary, and content
Skimming and scanning: using a quick survey of the text to get the main
idea, identify text structure, confirm or question predictions
Guessing from context: using prior knowledge of the subject and the ideas in
the text as clues to the meanings of unknown words, instead of stopping to
look them up
 Paraphrasing: stopping at the end of a section to check comprehension by
restating the information and ideas in the text
Instructors can help students learn when and how to use reading strategies in
several ways.
By modeling the strategies aloud, talking through the processes of
previewing, predicting, skimming and scanning, and paraphrasing. This shows
students how the strategies work and how much they can know about a text
before they begin to read word by word.
By allowing time in class for group and individual previewing and predicting
activities as preparation for in-class or out-of-class reading. Allocating class
time to these activities indicates their importance and value.
By using cloze (fill in the blank) exercises to review vocabulary items. This
helps students learn to guess meaning from context.
By encouraging students to talk about what strategies they think will help
them approach a reading assignment, and then talking after reading about
what strategies they actually used. This helps students develop flexibility in
their choice of strategies.
When language learners use reading strategies, they find that they can control the
reading experience, and they gain confidence in their ability to read the language.
Reading to Learn
Reading is an essential part of language instruction at every level because it
supports learning in multiple ways.
Reading to learn the language: Reading material is language input. By giving
students a variety of materials to read, instructors provide multiple
opportunities for students to absorb vocabulary, grammar, sentence
structure, and discourse structure as they occur in authentic contexts.
Students thus gain a more complete picture of the ways in which the
elements of the language work together to convey meaning.
Reading for content information: Students' purpose for reading in their native
language is often to obtain information about a subject they are studying,
and this purpose can be useful in the language learning classroom as well.
Reading for content information in the language classroom gives students
both authentic reading material and an authentic purpose for reading.
Reading for cultural knowledge and awareness: Reading everyday materials
that are designed for native speakers can give students insight into the
lifestyles and worldviews of the people whose language they are studying.
When students have access to newspapers, magazines, and Web sites, they
are exposed to culture in all its variety, and monolithic cultural stereotypes
begin to break down.
When reading to learn, students need to follow four basic steps:
1. Figure out the purpose for reading. Activate background knowledge of the
topic in order to predict or anticipate content and identify appropriate reading
strategies.
2. Attend to the parts of the text that are relevant to the identified purpose and
ignore the rest. This selectivity enables students to focus on specific items in
the input and reduces the amount of information they have to hold in short-
term memory.
3. Select strategies that are appropriate to the reading task and use them
flexibly and interactively. Students' comprehension improves and their
confidence increases when they use top-down and bottom-up skills
simultaneously to construct meaning.
4. Check comprehension while reading and when the reading task is completed.
Monitoring comprehension helps students detect inconsistencies and
comprehension failures, helping them learn to use alternate strategies.