MULTIPASS STRATEGY in reading

MULTIPASS STRATEGY
MultiPass is a suite of strategies intended to improve reading comprehension, learning acquisition, and
generalization and paraphrasing skills. Developed by Schumacher, Deshler, Alley, Warner, and Denton
(1982), the approach requires that the reader make three passes through a text. Different strategies are
used in each pass for surveying the reading, sizing-up the information, and sorting out main ideas.
One advantage of MultiPass is that registration of information in long-term memory is enhanced by
going over the reading several times with different goals in mind. In addition, the approach may be used

to improve understanding of readings in a variety of subjects. Similarly, it may be used for reading
textbook assignments as well as journal articles and other forms of text. By producing written materials
and providing review of readings, Multipass aids in exam preparation.
First Pass: Survey the Reading
The reader becomes familiar with the organization and main ideas of the text by quickly surveying the
title, introduction, headings, visual aids, and summary. Consider the following questions: What is the
general subject of the reading? What is the purpose or goal of the author? What are the main ideas
covered in the text? What does the author conclude?
Second Pass: Size-Up the Reading
In the second pass, the reader carefully reads the text, looking for textual information and visual
representations that support the main ideas. Pay particular attention to illustrations, statistics, and words
in bold or italic print. The reader may wish to record the main ideas and supporting details on audio
cassettes or in writing using some organizational tool like an outline, a word map, a time line, or a flow
chart.
Third Pass: Sort Out the Information
The final pass allows the reader to evaluate his/her understanding of the text. He/she should determine
what was learned and what still needs to be learned.
The sorting-out process may be accomplished in one of several ways, used individually or in
combination. First, if there are review questions at the end of the text, the reader may self-evaluate by
answering them with the read-answer-mark process. This entails reading each question, answering what
one can, and marking those that must be looked up in the text. Second, if the text lacks review questions,
the student (or the instructor or a study buddy) may make up and answer his/her own questions.
Explaining the main points of the text to another person is a third way of evaluating one's understanding
of the material

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