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This works with whole class assignments and individual readingselections, which is one of the reasons why teachers find this method helpful. It can also be used, with appropriate modifications, in elementary, high school and post secondary courses. To use response journals, a teacher assigns a piece of text for her students to read independently. Requirements for the quantity of reading are dependent on grade level and student ability, but options could be a chapter of a textbook, a poem, a short story, or a student selected book. The teacher prepares her students by modeling the type of responses she requires and addressing any concerns about format, quality and quantity of responses. According to the 2005 action research study, "Using Reading Response Journals for Reading Comprehension," these initial discussions directly impact the effectiveness of the response journals, as students must be motivated to actively respond to the text. A student who does not understand the purpose of the assignment will have less opportunity to explore his reactions to the text. Each student is responsible for reading the text, then writing short responses to the selection in the form of questions, comments or short summaries of the piece. This encourages vocabulary development, fluency, and comprehension. For English language learners, this practice has been identified as one of the most effective strategies for increasing reading and writing skills. StrategiesSeveral options are available for teachers who wish to use response journals.