Multipass Strategy
Category: Reading
Grade level: Grade 7 to 12
1. What is the purpose of the Multipass Strategy?
The Multipass Strategy was developed to improve the student's ability to get information from a text. It is a modified version of SQ3R, designed for students whose reading skills are two or more years below their grade level. It was specifically developed for adolescents with learning disabilities.
2. With whom can it be used?
This strategy is best suited for students who must read texts to gain specific information, likely those in the junior and senior grades and beyond.
3. What teaching procedures should be used with the Multipass Strategy?
This strategy is divided into three parts: survey, size-up and sort-out. Each part involves skimming the text at some level and paraphrasing the information gained. Other than the teacher perhaps developing a sheet with prompts to remind the student what is to be done, this is an independent study technique.
The following are the steps that should be followed:
(a) Survey
¨ Read chapter title and introductory paragraph.
¨ Scan table of contents to check current chapter's relationship to others.
¨ Read subtitles, noting chapter’s organization.
¨ Look at illustrations, read captions.
¨ Read summary.
¨ Paraphrase all information gained.
(b) Size-Up
¨ Read questions at the end of the chapter and check those known.
¨ Look for a textual cue (e.g., bold or italic print).
¨ Make the cue into a question.
¨ Skim text for answer.
¨ Paraphrase answer without looking at text.
¨ Paraphrase all the facts and ideas remembered about the chapter.
(c) Sort-Out
¨ Test self.
¨ If any unanswered questions remain, go to the most relevant sections sequentially until answered.
Direct instruction is used to teach the three passes. The procedures are first taught using text book chapters written at the students’ reading level. Then, the students practice using materials that they need to study for their classroom work.
4. In what types of settings should the Multipass Strategy be used?
This strategy can be taught in small groups of up to 8 students. It is normally taught in special education resource room settings or learning strategies courses.
5. To what extent has research shown the Multipass Strategy to be useful?
Research has shown that most adolescents with learning disabilities learn this strategy when it is taught to them using direct instructional procedures in groups of 6 to 8 students. Most students, however, need considerable prompting to generalize the strategy to their own studying.
References
1. Clark, F., Deshler, D., Schumaker, J.B., Alley, G. & Warner, M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written materials. Journal of Learning Disabilities, 17, 145-149.
2. Deshler, D., Alley, G., Warner, M. & Schumaker, J.B. (1981). Instructional practices for promoting skill acquisition and generalization in severely learning disabled adolescents. Learning Disability Quarterly, 4, 421-415
3. Deshler, D., Schumaker, J.B., Lenz, K. and Ellis, E. (1984). Academic and cognitive interventions for learning disabled adolescents: Part 1. Journal of Learning Disabilities, 17, 108-115.
4. Deshler, D., Schumaker, J.B., Lenz, E. & Ellis, E. (1984). Academic and cognitive interventions for learning disabled adolescents: Part II. Journal of Learning Disabilities, 12, 170-179.
5. Schumaker, J.B., Deshler, D., Alley, G., Warner, M. & Denton, P. (1982). Multipass: A learning strategy for improving reading comprehension. Learning Disability Quarterly, 5, 295- 304.
6. Schumaker, J.B., Deshler, D., Alley, C. & Warner, M. (1983). Toward the development of an intervention model for learning disabled adolescents: The university of Kansas institute. Exceptional Education Quarterly, 4, 45-74.
7. Wong, B.Y. (1980). Activating the inactive learner: Use of questions/prompts to enhance comprehension and retention of implied information in learning disabled children. Learning Disability Quarterly, 3, 29-37.
8. Wong, B.Y. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55, 227-268.