Editing KWL table (section)

=== Advantages ===
According to Jared and Jared (1997), KWL was established with the motive to enhance the comprehensive reading skills of the students. This was done by designing the three levels of the activity focusing on the different learning styles of the individuals.<ref>Jared, J. Elizabeth, Jared, H. Alva (1997). Launching into improved comprehension. ''The Technology Teacher'', 56(6), 24–31.</ref>
According to Glazer(1998), students fail to enjoy the text or content because they fail to understand it. Hence, KWL increases their comprehension skills as the activity goes through each topic step by step.<ref>Glazer, M. Susan. (1998). Using kwl folders. Teaching Diverse Learners, 29(4), 106-107</ref><ref>Susan. (1998). Using kwl folders. Teaching Diverse Learners, 29(4), 106-107</ref> 
According to Szabo(2006), a KWL table uses a strategy of before-during-after for the students to enhance their comprehension skills. The students start by brainstorming the prior knowledge about the topic and then eventually develop curiosity about the topic. This builds their interest in the topic and they would want to learn more about the topic. KWL chart gives an opportunity to the individual to build up self-motivation regarding the topic. Through KWL table, the students go through self-evaluation as they know what they intend to learn and what they really understood. Hence, KWL gives the students some space to explore the topic through other sources and build up their knowledge.<ref>Szabo, Susan. (2006). Kwhhl: A student-driven evolution of the kwl. ''American Secondary Education'', 34(3), 57–67</ref>