In today's reading education, the importance of explicit instruction of specific cognitive literacy strategy that promotes readers' active participation in the reading process is highly recognized. This active participation is synonymous with readers' interaction with the text, the context, and himself/herself. Hence, this study was conducted to investigate the role of annotations in the ability of the students to write a summary. This chapter considered teacher-modelling as an important factor in the students' annotations. Explicit instruction and modelling gave the students' opportunity to learn the skill until they could independently apply the strategy without the guidance of the teacher. A qualitative analysis of the students' annotations revealed that those who have both verbal and non-verbal glosses had better output in their summary. This implies that annotations provide students better interaction with the text, themselves, and the world.
A Study on the Contents and Characteristics of an Alternative School Reading Education through a Qualitative Analysis
