When and Where Did I Find It: I found this term in the Wood (1988) article that was an optional reading for our LTED 625 class readings.
Full citation: Wood, K. D. (1988). Guiding students through informational texts. The Reading Teacher, 41(9), 912-920.
What it means: This is a specific type of reading guide, designed and assigned by the teacher to aid students reading comprehension both during reading and after reading. As Wood (1988) describes,
The point of view reading guide uses questions in an interview format to allow students to experience events from alternative perspectives. Instead of just reading about a particular character, students actually become that individual...The interview questions elicit both text based and reader based contributions from the reader. Because readers must essentially assume the schemata or more simply "get inside the head" of the character, their comprehension and subsequent recall are positively affected. (Wood, p. 913)
Level of Familiarity: I have a fairly well-developed understanding of this instructional strategy, although I rarely use it myself.
Do I Want to Know This Word Well and Why? Yes. I guess what I want is to remember this type of guide. I often consider creating anticipation guides, interactive guides, or QtA guides when designing instructional activities for my students, but I often forget about this particular type of guide Wood suggests.
Do I Think Others Should Know This Word Well...if so WHO and WHY?: I think this is certainly another type of instructional strategy I want my LTED 625 students to know exists, but whether or not they need to know it well is highly dependent upon what their specific content literacy instructional goals are as well as who their students are. They might find it a useful type of instructional strategy to include as a part of their Multigenre Project?
I agree, I think this is a powerful reading guide that is important to know. Prior to reading the article I was not familiar with this kind of guide, and similar to you, use anticipation guides to aid comprehension. I like the point the author makes about the benefits of this reading guide, that it "frees the student to use less stilted, non-textbook type language" (Wood, 1988, p. 915).
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