UNDERSTANDING. Answers basic who, what, when, where questions Establishes vocabulary and basic concepts in the subject

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1 An Effective Reading Process: Student Strategies Have you thought about your reading process? If so, how would you describe it? Has your process worked well for you, or are there parts you would change? Many college students would define their reading process something like this: find the reading assignment on the syllabus, locate the textbook and open to the appropriate page, use a yellow highlighter to mark passages that might be important to remember for the test, read to the end of the assignment, close the book, take a coffee break. While this is certainly a process, it s not particularly effective for comprehension and retention of ideas. Use the following strategies to help you think about what happens before, during, and after reading Understanding the PURPOSES FOR READING There are three primary purposes for reading, and each one is identified by different motivations, activities and strategies. READING FOR PLEASURE READING FOR LITERAL UNDERSTANDING READING FOR ANALYSIS, INTERPRETATION, AND APPLICATION Text based on interests Multiple and easy connections to prior knowledge Satisfies intellectual stimulation and/or emotional pleasure Answers basic who, what, when, where questions Establishes vocabulary and basic concepts in the subject Engages critical thinking skills through questioning and reflection Considers stated and implied ideas Speculates on how concepts can be applied to new situations 1 of 6

2 Faculty Strategy #1 STRATEGY #1: Considering the Reading Process Skilled readers recognize that effective reading requires more than simply sitting down and reading through the material. There are actually three phases for effective reading, each of which meets specific goals. Consider how you typically read and how your process compares to what is included here. The remaining strategies will relate to these stages, so familiarize yourself with the description and the goals. STAGE Pre-reading is what readers do before they read to create expectations, focus, and a plan for the best approach to the reading. GOALS to activate prior knowledge as a framework for understanding to stimulate interest in the topic to identify the purposes and goals for the reading to provide language preparation for the text to build knowledge within the context for reading Active Reading is what readers do while they are reading to stay focused and comprehend the material. Post-reading is what readers do after they have finished the text to enhance understanding and enable long-term retention. to self-monitor comprehension and correct as needed to make material more memorable for recall and application to fill in the blanks by checking knowledge, finding answers, and taking additional notes to integrate lecture notes with book notes to form complete study guides to increase vocabulary 2 of 6

3 Faculty Strategy #2 STRATEGY #2: Using Pre-Reading Questions There are several questions you need to ask yourself before you begin to read any text in depth. First, preview the reading by looking at the title of the selection, noting the sub-headings, and skim-ming the first and last paragraphs. Then, jot down answers to the following questions before starting to read: 1. What do I already know about this topic? 2. What three things would I be interested in learning about this topic? 3. What do I think is the purpose of this reading? 4. What learning goal(s) can I set for myself as I read this? 5. Have I already noticed words which I do not recognize? How will I deal with unfamiliar vocabulary? Will I try to understand words first in the context of the sentence? Will I look them up in a dictionary or the glossary to make sure I got it right? Sustain this activity throughout the semester by using a notebook dedicated to pre-reading questions and answers. Your instructor may also ask you to do this on an online discussion board or learning blog. 3 of 6

4 Faculty Strategy #3 STRATEGY #3: Using Active Reading Questions As you read, you should dialogue with the text by identifying main ideas and supporting details, making connections, marking confusing areas, identifying unfamiliar words, and examining graphics. Here are some active reading questions you can use. 1. What is the main idea of the passage? What is your evidence for this? 2. How does the reading connect to the course lectures and discussions? What are the connections between sections of the reading? 3. Which words are unfamiliar to you? Circle them on your initial reading. Can you determine the meaning based on the context? If not, when you have finished reading the passage, define them with the help of a dictionary. 4. Look at the pictures, charts, and other graphics accompanying the text--if applicable. Why are they there? How do they help you understand the content of the passage? It is a good strategy, when you are done reading, to compare and contrast your active reading responses with other members of your class. 4 of 6

5 Faculty Strategy #4 STRATEGY #4: Using Post-Reading Questions When you are finished reading, reflect on what you just read. You might want to compare and enhance the answers to your active reading questions with notes from class lectures. Here are some post-reading questions you can answer: 1. What do I think were the most important ideas in this reading selection? Why? 2. What was unclear to me? Why? 3. What questions do I need to ask to clarify what I read? List them. 4. What do I think is most important to work on memorizing for this course? Why? 5. How does the reading relate to the class lectures? It is a good strategy to compare and contrast your post-reading reflections with other members of your class. 5 of 6

6 Useful Resources Five types of reading. This website provides short descriptions and links to many activities and exercises for improving speed and comprehension. Students can practice these on their own or teachers can assign them. Jewell, R. How to read college texts. READ/HowToRead.htm This website, sponsored by Minnesota State College and Universities and and written and maintained by Richard Jewell, is fun, colorful, and easy to use. It includes quick steps and charts for previewing, skimming, scanning, and improving reading speed and accuracy. The reading process: Creating meaning. This slideshow from the Worldwide Writer s Place, a knowledge hub for writers and teachers of writing, explains the encoding and decoding interactions that take place between the reader and writer. Types of reading. tcm asp This interactive tutorial teaches different types of reading. It covers previewing, skimming, scanning, and SQ3R (survey, question, read, recall, review). **Please bear in mind that documents on the web might change location or go away. If a link provided here does not work, try searching the key terms in a search engine or locating more of your own resources. 6 of 6