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The Textmapping Project
A resource for teachers improving reading comprehension skills instruction

The Textmapping Project - Work Room

In their own words...

Bullet point. Janet Godwin, Study Skills Tutor, Oxford Brookes University:

I have referred many students to the textmapping scroll pages. It particularly helps dyslexic students move through the text more confidently, and is especially useful for when students need to revisit texts - for instance when writing literature reviews for their dissertations.

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Bullet point. K-5 Reading/Language Arts Consultant Martha Hershey:

I used textmapping this year for the first time with a group of 2nd graders who "knew" about text features, but really didn't know! By using a scroll, color coding, etc., there was this incredible AHA moment for each of them. Suddenly, questions about the content came pouring out (after reading the bold headings), connections across the text were made. It was a powerful learning experience. It is definitely a strategy I will continue to use through the grades next year.

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Bullet point First Grade Teacher, Pam Cucco:

I have found one of the most powerful skills a reader can use in accessing content area material is textmapping. Essentially the material is presented as a scroll and then color coded, by text feature as well as by reading strategies. I teach first grade and the kids benefit so much from these kind of concrete experiences because they are literally acting on the text. The scroll allows them to see the piece as a whole and the color coding visually presents a topographic map of the content and the text features. Continual use allows kids to see the predictability of how content material is presented. Not only that, using scrolls sets up many easy collaborative jobs - and then, of course, follows sharing and discussion. I have also found that it is a boon for writers, too. If kids lay text features out accordingly then they plug in the information they want to share. This works for nonfiction and small moment type stories.

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Bullet point K-12 reading specialist and author, Cheryl Sigmon:

For quite some time, I have been intrigued by your textmapping concepts and have used and shared the concepts with teachers/schools that I serve around the country. The approach has helped so many teachers make break-throughs with countless students. Additionally, it has re-energized many classrooms that had grown stagnant with the same methods for reading and writing. We all thank you for your work in this area of literacy!

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Bullet point A Community College Reading Instructor uses scrolls and textmapping with her students:

I have used this technique with my adult ABE students. It really gives them an entirely different perspective on the material. Most students said that they were able to put text to pictures or graphs/maps much more easily. They also said that they were able to see the purpose of the chapter they were reading and understand its organization much more.

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Bullet point A community college student in a developmental reading program is helped by scrolls and textmapping:

We have everything laid out before us and we just look from page to page. Doing the scroll makes us see how many pages there actually are....It helps me determine what's what as opposed to looking through the whole text. My eyes just go directly to what I'm looking for.....

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Welcome to our Work Room! This is where we will post links to information used in our sessions. Perhaps more important, it is where you pick up your homework!

Did we say "Homework"?

Why, yes! We did!

Your homework is important because it will prepare you for the "Unrolling the Book" workshop that you are registered to attend. We generally cover a lot of ground in our sessions. You will learn more if you arrive ready to move past the basics.

We are looking forward to working with you! Please complete your assigned homework before we meet! You will find it under your session listing. Find your session below.

Bullet point Read.Write.Act 2012 | November 1, 2012, 2pm | online
Unrolling the Book: Comprehending the Big Picture


Description: Many college students are ill-prepared to comprehend the books that they must read in order to complete their coursework. Likewise, many adults are unable to comprehend substantive books, magazines, and newspapers - so they miss out on critical information needed to participate in our culture.
In this session, you will learn what the low-tech, ancient rolled book can do for comprehension instruction in the age of high technology. Learn how the unique attributes of this long-forgotten book form make it a powerful tool for teaching content and comprehension strategies. Discover how unrolled books engage learners and help them see the big picture.

If you have not already done so, register now! (This link takes you to the conference login page. Select the "Continue without Login" radio button, and you will then be able to register.)

Once you are registered, please complete the following simple homework assignment. You will need 1 hour to complete this work, but you need not do it all in one sitting. The purpose of this assignment is to introduce you to the scroll format. It is important that this introduction be hands-on - which is why your homework begins with you making a scroll. Hands-on is critical in this case. Just reading about scrolls will not do. You need to do the work - and you will need to have your scroll in-hand for our session.

Your Homework:

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