Finally, and surprisingly, there is not a lot of research to support the K-W-L method. In fact, there is not a lot of research on K-W-L in general. What does the existing research suggest? McLain (1990; as cited in Stahl, 2008) failed to find statistical significance between the K-W-L approach and standardized comprehensiontests or on a metacognitive awareness index for third and fifth grade students. More recently, Stahl (2008) compared the Picture Walk strategy, the Directed Reading-Thinking Approach (DRTA) strategy, and the K-W-L strategy on second graders' comprehension. She found that "K-W-L did not yield significant effects on measures of comprehension or content acquisition" (p. 359). However, DRTA, a strategy that requires students to make, and justify, and revisit predictions while reading, was associated with positive reading gains through multiple measures. This does not mean that teachers should completely abandon the K-W-Lapproach. We believe that in light of the research on the approach itself and good comprehension, teachers should use K-W-L judiciously as a part of a larger program of comprehension instruction.