ABSTRACT
Central to our work on children’s interactions with non-fiction texts has been our attempt to establish a theoretical basis for teaching children how to learn with texts. An essential part of this theoretical base has been a developing model of the processes involved in this learning. In this chapter we shall describe this model, christened the Extending Interactions with Texts (or EXIT) model and briefly outline the thinking and research underlying its various parts. The model has been extensively revised over the period we have been working on it and has evolved from a critical examination of other models, extensive classroom work with children and many discussions with teachers and other colleagues.
