images and questions are text features which often appear in articles. writing in complete sentences, explain how images and captions can help you understand the main idea
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Most primary students have used the picture walk technique to preview text (Stahl, 2004). By looking at and talking about the illustrations in a text, students activate prior knowledge, make predictions, and set a purpose for reading (Clay, 1991; Fountas & Pinnell, 1996). Effective primary teachers use this instructional strategy when teaching students how to read (Taylor, 2002), yet this supportive practice is not as common when students read expository text and is often discarded as students move from reading picture books to chapter books.
When students enter the intermediate grades, they are required to read more textbooks and informational texts to learn, but reading textbooks and informational texts can be difficult for students due to the higher level vocabulary and concept-dense content. In addition to these complexities, expository nonfiction also contains numerous text features that supplement and present important content that the student must read in order to fully comprehend. Interestingly though, students often ignore these essential text features (Kelley & Clausen-Grace, 2008; Spencer, 2003), even though they have been taught their importance.
After acknowledging that our intermediate students failed to read or gave little importance to text features when reading, we developed the text feature walk strategy. The text feature walk is a technique that follows a protocol similar to the primary picture walk. This article will describe how to employ a text feature walk in your classroom and report on the benefits we have garnered from using this technique, including results from a pilot study we conducted in the spring of 2007 to determine its effectiveness (Kelley & Clausen-Grace, 2008).
Rationale for the text feature walk
Whether you teach one subject or all subjects, ultimately your goal is the same: student learning and achievement. To assist teaching and facilitate student learning, we often teach students to employ a strategy. Strategies help learners organize information, reflect on a topic, and learn. In addition to having various strategies to assist with content learning, knowing how to navigate the text is extremely important. Teachers must recognize factors within a text that can enhance or impair comprehension. These factors fall into three categories: text features, text organization, and text content.
Text features include all the components of a story or article that are not the main body of text. These include the table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams. These features can be helpful if they are concise, related to the content, and clear, or they can be harmful if they are poorly organized, only loosely related to the content, or too wordy. Text organization refers to the patterns and structures used by the author(s) to write the text. A well-organized text assists the reader through predictable placement of information. A poorly organized text can impede the reader by being counterintuitive. The content of a text is what we want students to learn. Content can be accessible if it is reduced to manageable chunks, or it can be intimidating if it includes too much specialized academic vocabulary and too many abstract concepts.
The text feature walk is a structure that addresses each of these facets of expository text. The success of the text feature walk is dependent on knowledge of text features and the ability to self-scaffold through discussion. We teach students to use this structure to help them predict what they will be learning. In a text feature walk, students work in a small group, reading each feature in the order that it appears and discussing what they think they will be learning. As each feature is read, students must think about and discuss how the information relates to the main idea of the text.
As students move through text features in a given section, they become familiar with the text's organization and access important background knowledge related to the content (Honig, Diamond, & Gutlohn, 2000). Sometimes, if the content is unfamiliar and students are unable to make connections, the text features actually frontload vocabulary and concepts that will be important in the main body of the text. These discussions help students create mental models and increase the likelihood that they will read and remember (Recht & Leslie, 1988). As students make their predictions and discuss various features, they anticipate what they will read and set a purpose for their reading (Lubliner, 2001).