The Missouri Reader Vol. 37, Issue 1 | Page 32

this method. A useful reading strategy that can help
students with this process is called KWL, which,
literally means, what you already know, what you want
to know, and what you have learned. (Ogle, 1986).
This instructional model addresses before, during, and
after reading strategies that build reading persistence
and result in a higher rate of reading retention. The
idea is that before reading, good readers question
themselves to access prior knowledge and establish a
foundation on which they can build knowledge about
the subject or topic at hand. The ―K‖ stands for ―what
we know‖ and metacognitvely allows for access of
background knowledge. The ―W‖ stands for ―what we
want to find out‖ to establish reading purpose for the
―during‖ reading process. Finally, the ―L‖ or ―what I
learned‖ is the ―after‖ reading step that promotes
reading reflection. Good readers, the theory goes,
consider what they knew before reading, recognize
gaps in knowledge and finally, consider what was read
in relation to what they already knew or hoped to
learn (Presley, 2006).
Ogle‘s work with KWL is widely cited as a by
researchers and practitioners alike (Gallagher, 2004).
Not only has KWL stood the test of time and proven
to be effective far beyond the elementary grade levels
but it has also proven to ladder-up (scaffold) thinking
about reading and its relationship to research and
writing. Carr and Ogle (1987) built on the original KW-L process just one year after its first publication.
The resultant K-W-L+ ―extends the learning
process…by making a semantic map or graphic
organizer of the key information‖ (Blachowicz &
Ogle, 2001, p.111). Ogle (2009) continues to extend
the use of KWL by exploring and providing examples
of how KWL can work in all content areas.
K

W

L

Before
Reading

During
Reading

After
Reading

Check what you
know and what
you want to
know by looking
over a chapter.
Use titles,
pictures,
subheads, and
graphs.

Read to find out
the answers to
what you
wanted to
know.

Review what was
learned.

Nonfiction is especially conducive to the KWL
theory. For every article, film, or trade book used in a
classroom, the teacher can do an oral KWL. When
students read the chapter, they will be reading to learn
based on their overview. Their expectations about what
they will learn increase, because they are reading for a
purpose.

Using the KWL in Different Content Areas
Use the KWL
in English and
Music to read a
biography of a
person.

Janis Joplin:
Rise up
Singing

Use the KWL
in Math to read
a biography of a
person who
excelled in
math and
technology.

Bill Gates:
Software
Genius of
Microsoft

Use the KWL
in Science to
study and apply
learning about
brain science.

Phineas Gage:
A Gruesome
but True Story
about Brain
Science

Use the KWL
in Social studies
to read how the
United States
was born by
reading about
persons in the
biography.

Journals of
Lewis and
Clark

Use the KWL
in Art to study
famous painters
who created
their art during
the time of the
person in the
biography: then
review the
painter‘s work.

Vincent van
Gogh: Portrait
of an Artist

©The Missouri Reader, 37 (1) p.32