1. The Paraphrasing Strategy
The Learning Strategy Series
2006
The University of Kansas
Center for Research on Learning
Lawrence, Kansas
University of Kansas Center for Research on Learning 2002

2. Paraphrasing Strategy Overview
Pertinent setting demands
Reading, understanding, and remembering written information.
Purpose of this strategy
To make the student active in the reading
process by requiring the student to search
out and state the main ideas and details
of each paragraph.
University of Kansas Cener for Research on Learning 2014
University of Kansas Center for Research on Learning 2002

3. Paraphrasing Strategy Overview
Steps of the strategy
Step 1: Read a paragraph
Step 2: Ask what are the main ideas and details
Step 3: Put the main idea and at least two details into your own words
University of Kansas Cener for Research on Learning 2014

4. A Ask yourself, “What were the
Anatomy of the Paraphrasing Strategy
R Read a paragraph
A Ask yourself, “What were the
main ideas and details
in this paragraph?”
P Put the main idea and details
into your own words
The first letters
spell the mnemonic
word “rap”; the
meaning of which
is related to the
behavior.
The strategy steps
are task-specific
(reading), not
situation or
content specific.
The student
uses self-
instruction
of the strategy
steps to cue self
of what to do.
Only a few steps are
used to facilitate
complex cognitive
processes.
Each step of the strategy begins with
a verb that facilitates a more active response.
The wording of steps
is simple and brief.
This step cues the
reader to use the
cognitive strategy
of self-questioning.
This step cues the reader
to relationally organize
the information and decide
what is important and
unimportant.
This step cues reader
to use a transformational
strategy (paraphrasing)
to elaborate on the
information from the
paragraph.
This step elicits an overt
response that can be
evaluated and on which
corrective feedback can
be provided.
University of Kansas Cener for Research on Learning 2014

5. Critical Features of the Paraphrasing Strategy Intervention
Behavioral Elements
Provides specificity for needed reading behaviors
Performance outcomes observable
Specific setting demands addressed
Design
of the Strategy
University of Kansas Cener for Research on Learning 2014

6. Critical Features of the Paraphrasing Strategy Intervention
Behavioral Elements
Direct explanation in use of strategy
Prompted (guided) practice gradually changes to unprompted (independent) practice
Initial teacher-directed feedback on specific behaviors relates to correctly performing the strategy
Specific mastery criteria used; students made aware of criteria
Students plot own progress
Design
of the Strategy instruction
University of Kansas Cener for Research on Learning 2014

7. Rationales Behind the Paraphrasing Steps
1. The strategy requires the student to actively interact with and think about the material rather than passively reading it.
2. Following a step-by-step process requires a high level of attention during a reading activity.
3. “Chunking” material into small units facilitates better memory and subsequent recall of the material.
University of Kansas Cener for Research on Learning 2014

8. Learning Strategies Curriculum
Acquisition
Word Identification
Paraphrasing
Fundamentals of Paraphrasing & Summarizing
Self-Questioning
Visual Imagery
Word Mapping
Inference
University of Kansas Cener for Research on Learning 2014
University of Kansas Center for Research on Learning 2002

9. Learning Strategies Curriculum
Storage
First-Letter Mnemonic
Paired Associates
Listening and Note-Taking
LINCS
University of Kansas Cener for Research on Learning 2014

10. Learning Strategies Curriculum
Expression and Demonstration of Competence
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test Taking
Essay Test-Taking
InSPECT
EDIT
University of Kansas Cener for Research on Learning 2014

11. Paraphrasing Strategy Results
Percentage of Comprehension Questions
Answered Correctly
This early strategy
study was done
by KU-CRL staff
members with
secondary students with
LD in 1988.
Before
Instruction
After
Grade Level
Materials
Reading Level
51%
80%
48%
84%
University of Kansas Cener for Research on Learning 2014

12. University of Kansas Cener for Research on Learning 2014

13. Instructor’s Manual Contents
Introduction
Instructional Stages
Appendix A: Evaluation Guidelines
Appendix B: Instructional Materials
Appendix C: Suggested Materials
University of Kansas Cener for Research on Learning 2014

14. Instructor’s Manual Contents
Instructional Stages
Pretest & Obtain Commitment to Learn
Describe
Model
Verbal Rehearsal
Controlled Practice and Feedback
Advanced Practice and Feedback
Protest & Obtain Commitment to Generalize
University of Kansas Cener for Research on Learning 2014

15. Instructor’s Manual Contents
Instructional Stages (cont.)
Generalization
Phase 1: Orientation
Phase 2: Activation
Phase 3: Maintenance
University of Kansas Cener for Research on Learning 2014

16. Instructional Step Organization
What your goal is
What you need
How to prepare
How much time to allow
What to do
What to require for mastery
Where to go from here
How to trouble-shoot
University of Kansas Cener for Research on Learning 2014

17. Student Folder Contents
Front cover: Progress Chart
Assignment Sheets
Back cover: Envelope
Eventual contents: Cue Cards
Controlled Practice Attempts Advanced Practice Attempts
Generalization Attempts
Activation
Maintenance
University of Kansas Cener for Research on Learning 2014

18. University of Kansas Cener for Research on Learning 2014

19. University of Kansas Cener for Research on Learning 2014

20. Steps for Paraphrasing
Step 1 Read a paragraph.
Step 2 Ask yourself, “What were the main ideas and details in this paragraph?”
Step 3 Put the main ideas and details into your own words.
University of Kansas Cener for Research on Learning 2014

21. Finding the Main Idea Questions to Ask What is this paragraph about?
This paragraph is about _________________.
What does it tell me about _________________?
It tells me ____________________________
____________________________.
University of Kansas Cener for Research on Learning 2014

22. Finding the Main Idea Places to Look
1. Look in the first sentence of the paragraph.
2. Look for repetitions of the same word or words in the whole paragraph.
University of Kansas Cener for Research on Learning 2014

23. Requirements for a Paraphrase
1. Must contain a complete thought
subject
verb
2. Must be totally accurate
3. Must have new information
4. Must make sense
5. Must contain useful information
6. Must be in your own words
7. Only one general statement per paragraph is allowed
University of Kansas Cener for Research on Learning 2014

24. Paraphrasing Verbal Rehearsal Checklist
Student’s Name:
Attempts
Steps
Read a paragraph
Ask what you need
Put the main idea and details into your own words
Percentage correct
Date
% % % % % %
University of Kansas Cener for Research on Learning 2014

25. University of Kansas Cener for Research on Learning 2014