THE READING TO LEARN: MODEL

OF LEARNING

Dr. Masitowarni Siregar, M.Ed.

Dr. Rahmat Husein, M.Ed.
Marauntung Ritonga, Ph.D.
WHY READING?
The R2L Model of Learning: Learning Cycles

Reading to Learn strategies support students to

practise four skills that are essential for learning
in school, to:
1. read academic texts with understanding
2. identify key information in a text
3. take that information out using notes
4. use this information to write their own texts.
 The R2L Model of Learning
1. Preparing before reading
2. Detailed reading
3. Joint Rewriting
4. Individual Rewriting
 1. Preparing Before Reading
 Function to enable students to follow a text
with general understanding as it is read, and to
participate successfully in elaborating activities
during and after reading.
 In this activity a text is read aloud with the class. But
before reading, the teacher enables all students to
understand the text in general terms, by giving:
1. the background knowledge they need to
understand its field
2. a step by step summary of what happens in
the text, in terms they can understand.

Step by step summary is the key

strategy. It allows all students to follow the text with
general understanding as it is read aloud, without
having to struggle to work out what is going on at
each step, nor to struggle decoding letter patterns
of unfamiliar words. The preparation stage includes two elements: a synopsis of the
field of the text to be read, and a step-­‐by-­‐step summary
 2. Detailed Reading
 Detiled Reading functions are to enable all
students to read the passage with complete
comprehension and fluency.
The teacher guides students to read an extract
from the reading text, sentence-­‐by-­‐sentence,
identifying and discussing each element of
meaning as they go.
Detailed Reading unfolds in highly predictable
cycles of Prepare, Focus, Identify, Affirm, Direct
and Elaborate.
D e t a ile d R e a d in g

p a r ti c i p a t . c y c le s so u rce s K n o w le d g e
T T h i s i s t h e s e tti n g o f t h e s t o r y . T h e fi r s t s e n t e n c e s a y s c la s s P re p a re re fe r te x t s e tti n g , fi r s t
t h a t J a c k liv e d w it h h is m o t h e r . L o o k a t t h e w o r d s a n d I ’ll sentence se n te n ce ,
r e a d it . ja c k , h is m o t h e r
‘L o n g a g o in a f a r a w a y la n d liv e d a w id o w a n d h e r s o n c la s s re a d te x t re p e a t
Ja c k .’
T N o w , r ig h t a t t h e b e g in n in g o f t h a t s e n t e n c e it t e lls u s c la s s P re p a re re fe r te x t th a t se n te n ce
w h e n th e sto ry h a p p e n e d . w hen happened
S 1 , c a n y o u s e e t h e w o r d s t h a t s a y w h e n it h a p p e n e d ? stu d e n t 1 Focus “ c la s s
S Long ago stu d e n t 1 I d e n ti f y re a d te x t In s t a n c e
T T h a t ’s e x a c t ly r ig h t stu d e n t 1 A ffi r m
L e t ’s a ll h ig h lig h t t h e w o r d s ‘lo n g a g o ’. c la s s D ir e c t re fe r te x t Repeat
L o n g a g o m e a n s m a n y y e a rs a g o , b e fo re y o u o r y o u r c la s s E la b o r a t e te a ch e r d e fi n e f u n c ti o n
p a r e n t s o r e v e n y o u r g r a n d p a r e n t s w e r e b o r n . F a ir y knowledge in g e n r e
s t o r i e s o ft e n s t a r t l i k e t h i s .
T W h o c a n t e ll m e a n o t h e r w a y f a ir y s t o r ie s s t a r t b y c la s s Focus stu d e n t w hen happened
s a y in g w h e n it h a p p e n e d ? k n o w le d g e c la s s
S O n c e u p o n a ti m e stu d e n t 2 P ro p o se “ In s t a n c e
T E x a c t ly stu d e n t 2 A ffi r m
O n c e u p o n a ti m e a l s o m e a n s l o n g a g o . c la s s E la b o r a t e te a ch e r Repeat
k n o w le d g e
T T h e n it t e lls u s w h e r e t h e s t o r y h a p p e n e d . c la s s P re p a re re fe r te x t w h e re h a p p e n e d
S 3 , c a n y o u s e e w h e r e it h a p p e n e d ? stu d e n t 3 Focus “ c la s s
S I n a f a r a w a y la n d stu d e n t 3 I d e n ti f y re a d te x t In s t a n c e
T E x c e lle n t stu d e n t 3 A ffi r m
E v e r y o n e h ig h lig h t t h e t w o w o r d s ‘f a r a w a y la n d ’. c la s s D ir e c t re fe r te x t Repeat
T h a t ’ s a n o t h e r w a y f a i r y s t o r i e s o ft e n s t a r t . I t ’ s l o n g a g o c la s s E la b o r a t e te a ch e r e x p la in
a n d f a r a w a y b e c a u s e i t ’ s v e r y d i ff e r e n t f r o m h o w w e knowledge f u n c ti o n s i n
liv e n o w . g e n re
T N e x t it t e lls u s t h e t w o m a in c h a r a c t e r s in t h e s t o r y . c la s s P re p a re re fe r te x t C h a ra cte rs
c la s s
S 4 , w h o i s t h e fi r s t o n e ? stu d e n t 4 Focus “ w h o c la s s
S A w id o w stu d e n t 4 I d e n ti f y re a d te x t In s t a n c e
T R ig h t stu d e n t 4 A ffi r m
L e t ’s h ig h lig h t t h e w o r d ‘w id o w ’. c la s s D ir e c t re fe r te x t Repeat
T W h o r e m e m b e r s w h a t w id o w m e a n s ? S 5 ? c la s s Focus r e m in d p r io r Repeat
le s s o n
S J a c k ’s d a d d y d ie d stu d e n t 5 P ro p o se r e c a ll p r io r d e fi n e w i d o w
le s s o n
T E x a c t ly r ig h t stu d e n t 5 A ffi r m
A w id o w is a w o m a n w h o s e h u s b a n d h a s d ie d . c la s s E la b o r a t e s h a re d r e -­‐ d e fi n e w i d o w
k n o w le d g e
T W h o ’s t h e n e x t c h a r a c te r , S 6 ? stu d e n t 6 Focus re fe r te x t C h a ra cte r
C la s s
S H e r so n Ja ck stu d e n t 6 I d e n ti f y re a d te x t In s t a n c e
T Yep stu d e n t 6 A ffi r m
H ig h lig h t ‘s o n J a c k ’. c la s s D ir e c t re fe r te x t Repeat
S o t h e r e ’s ju s t t h e t w o o f t h e m . c la s s E la b o r a t e “ e n h a n c e fi e l d
S o t h a t ’ s t h e s e tti n g o f t h e s t o r y , i t t e l l s w h o i t ’ s a b o u t d e fi n e
a n d w h e r e a n d w h e n it h a p p e n e d . sto ry p h a se
 3. Joint Rewriting
The writing genre that follows Detailed Reading is
known as Joint Rewriting.
The teacher guides students to appropriate the
language resources from the Detailed Reading
passage, to write a new text. For stories these are the
literary language devices in each sentence; for
arguments and text responses they are the patterns of
appraisal that evaluate an issue, position or text; for
factual texts they are the ideational elements in each
sentence
 4. Individual Rewriting
 Individual Rewriting is an activity of
students attempt their own versions.