Abstract
In this study written materials such as school textbooks were used to find out if the Read, Encode, Annotate, and Ponder (REAP) technique can create a significant difference in learning success compared to the classical method. A pretest-posttest equivalent control group research model was used. The study sample was composed of 59 students enrolled in an elementary school teacher-training program in 2008-2009 fall term. Data were obtained qualitatively. According to findings, students' learning success levels were significantly higher in the group in which REAP techniques were used, compared to the classical method group.
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