Definition of Reading, Encode, Annotate and Ponder (REAP)
Technique
According to Eanet and manzo (1976: 647-652) REAP is a strategy for helping readers read and
understand a text. Allen. J (2004) REAP is an acronym for Reading, Encode,
Annotate and Ponder. As students go back to the text for each stage of REAP they
will consider the text from a different vantage. Each stage asks the student to analyze the
text at a higher level to increase and deepen comprehension.
Manzo (1975)
REAP is designed to improve thinking, the
underlying musculature for active reading and meaningful writing. The idea for
this reader-writer exchange system was proposed some time ago as a means of
improving and supporting a national content area reading and writing project
essentially for urban schools.
The
Teaching Procedure of REAP technique
Eanet and manzo (1976: 647-652) point out the the Reading, Encode, Annotate and Ponder
(REAP) Technique as follows
a. The
purpose of REAP
REAP develops independent reading skills by
encouraging the reader to put the information of the passage into his/her own
words, both orally and in written form. It can be employed as a study
technique, thereby assisting long term memory. REAP primarily is a
cognitive-enrichment approach that teaches students to think more precisely and
deeply about what they read.
b. With
whom can it be used?
REAP is an effective strategy for students in
grades four through high school. Because
it is a multisensory approach to learning its effectiveness is enhanced. It is particularly beneficial for students
with learning problems because it encompasses analysis and synthesis.
c. The
teaching procedures should be used with REAP
1) READ to
get the writer’s basic message;
2) ENCODE
the message into your own words while reading;
3) ANNOTATE
your analysis of the message by writing responses from several perspectives or
writing the message for yourself or sharing it
4) PONDER
what you have read and written—first by reviewing it yourself, then by sharing
and discussing it with others, and finally by reading and discussing
The teacher should begin with
easy reading materials. Students will require practice in determining the
message or main idea. Several examples should be examined and critiqued. The teacher could model the process by
thinking out loud. Students will find it useful to share annotations in pairs
or small groups for evaluation, clarification and further development.
