KWL¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 against) · 8 studies (2 causal, 2 quant-synthesis, 2 review, 1 associational, 1 theoretical), q2–q4 · 1 of 8 report an effect size

Description¶

KWL is a graphic-organizer-based instructional routine in which learners first record what they already Know about a topic, then generate questions about what they Want to know, and after instruction record what they Learned. Developed by Ogle (1986) for expository reading, it structures the lesson around activation of prior knowledge, purpose-setting, and post-hoc verification of learning.

Design Implications¶

KWL operationalizes Activation by requiring learners to retrieve existing knowledge before encountering new material, which improves integration and comprehension [~M]. The "Want to know" phase sets a purpose for reading and generates curiosity, and the "Learned" phase functions as retrieval practice and self-assessment, supporting metacognitive monitoring Self-explanation improves conceptual understanding. [+M]. Its effectiveness depends on the K and W phases being genuinely generative — listing and discussing, not filling in a form.

Context¶

Requirements¶

• A topic with which learners have some prior experience; the K phase is unproductive for entirely novel content
• Time for oral discussion during the K and W phases — the social exchange surfaces knowledge individuals would not retrieve alone
• A follow-up in which the Learned column is compared against the Want column, closing the loop on the questions posed

Constraints¶

• The K phase can entrench misconceptions: learners may record inaccurate "facts" that are never explicitly corrected, and high-confidence errors are resistant to revision High-confidence errors improve retention. [-M] — instructors must surface and address inaccurate K entries directly
• Becomes a rote worksheet-filling exercise when done individually and silently, losing the activation and discussion benefits [~W]
• Poorly suited to topics where learners have no relevant prior knowledge; the K column will be empty or invented
• The routine addresses surface engagement more than deep conceptual change; it does not by itself produce the benefits of structured Inquiry

Implementation Variability¶

• KWL+ / KWHL: adds an "How will I find out" column, turning the routine into explicit planning for information seeking
• KWLQ: adds a final "new Questions" column to sustain inquiry beyond the lesson
• Digital KWL boards (e.g., Padlet, Jamboard) allow collaborative, persistent K/W/L columns across a multi-day unit

Target Learners¶

• Elementary and secondary readers encountering expository text [~M]
• Multilingual learners — the K phase lets them contribute knowledge they cannot yet express in academic English [~W]
• Adult learners in new domains benefit from the W phase's purpose-setting more than the K phase

Target Learning Goals¶

• Reading comprehension of expository text
• Metacognitive monitoring: comparing expected vs. actual learning Self-monitoring improves self-regulation. [+M]
• Question generation and curiosity-driven purpose setting

Instructions¶

1. Know: Present the topic; learners brainstorm and record what they think they know, with group discussion to surface and flag uncertain claims. Connect to Activating Prior Knowledge.
2. Want to know: Learners convert gaps and curiosities into questions, which become the purpose for the upcoming text or lesson. Frame questions using an Advance Organizer structure where helpful.
3. Learn: After instruction, learners record what they learned, verify or correct K entries, and check each W question against the text. Follow with Class Discussion to resolve discrepancies.

Related Strategies¶

• Activating Prior Knowledge — the K phase is a structured instance of this broader strategy
• Anticipation Guide — an alternative pre-reading activation routine that surfaces predictions rather than facts
• Exit Ticket — the L phase can be implemented as a standalone formative check
• Integrate metacognitive strategy instruction across content areas and across before, during, and after phases of teaching

Examples¶

• Ogle's original protocol (1986) — fifth-grade science and social studies teachers using wall charts with K/W/L columns before and after expository reading, with whole-class discussion at each phase
• Reading Rockets KWL template (https://www.readingrockets.org) — printable and digital KWL charts widely used in elementary literacy instruction
• KWHLAQ in project-based units — classrooms extend the chart with "How" and "Action" columns so the routine drives inquiry projects rather than single lessons

Key Sources¶

• Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39(6), 564–570. doi:10.1598/rt.39.6.11
• Carr, E., & Ogle, D. (1987). K-W-L Plus: A strategy for comprehension and summarization. Journal of Reading, 30(7), 626–631.
• Ogle, D., & Blachowicz, C. L. Z. (2002). Beyond literature circles: Humans, interaction, and texts in the construction of meaning. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 259–274). Guilford Press.
• Pressley, M., & Harris, K. R. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 265–286). Lawrence Erlbaum.