The Textmapping Project Home Page
In their own words...
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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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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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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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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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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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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Scrolls are an ancient book format, but they provide clear advantages over our modern bound books - advantages that are particularly useful for teaching and learning. Just like today's books, scrolls can be used at all levels, from Pre-K through college and graduate school, and continuing/adult education.
Read more about scrolls >> [http://www.textmapping.org/scrolls.html]
Textmapping is a scrolls-based graphic organizer technique that can be used to teach reading comprehension and writing skills, study skills, and course content.
Read more about Textmapping >> [http://www.textmapping.org/overview.html]
The Textmapping Project is a free resource for teachers, homeschoolers, and education researchers. It is the original and best source for information about scrolls and textmapping. The Textmapping Project's founder, Dave Middlebrook, invented the textmapping method. He pioneered the use of scrolls and Textmapping for classroom instruction starting in 1990, and has been conducting workshops for teachers since 1994.
Read more about Dave Middlebrook >> [http://www.textmapping.org/founder.html]
Read more about The Textmapping Project >> [http://www.textmapping.org/project.html]
On this site, you will find lesson guides [http://www.textmapping.org/lessonGuides.html], opportunities to network [http://www.textmapping.org/network.html] with other teachers, homeschoolers, and education researchers, links to research [http://www.textmapping.org/research.html] on reading comprehension skills instruction, and free teacher training [http://www.textmapping.org/teacherTraining.html] resources for teacher-trainers, workshop presenters, and schools of education.
Read our helpful tips for first-time visitors >> [http://www.textmapping.org/firstTimeTips.html]
Anytime you have ideas or comments, use the Quick Feedback feature at the bottom of every page on this site.
Please read the small print at the bottom of this page.
Here's what teachers are saying about Textmapping:
"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!" -
"Active, global modes of teaching reading comprehension are rare.... This is a great way to address the weaknesses in reading comprehension, and to teach active/metacognitive reading skills." -
"This is a great strategy for visual kinaesthetic learners. You have come up with the perfect platform for teaching traditional techniques. This is an in-context meaningful way to help students know themselves as learners." -
"This has great value to help visually organize text that some LD, etc. children just don't see on their own. This is a skill oftentimes assumed by teachers, especially at the upper levels!" -
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