read with success power point spg09 for the attendees
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A power point presentation of strategies to increase critical reading skills while in college.TRANSCRIPT
Read with Success:Tips for College Level Reading
Presented byMarvia DavidsonAcademic Advisor
Colleges’ Freshmen Advising Center
Do you?
___Read without purpose___Read, read, and re-read and still not understand___Read and get distracted___Read and become confused___Read and get frustrated___Read and immediately forget what you read___Read and not do well in discussions, on tests, or
quizzes___Cram Read right before major tests___Not read before classes
Mark a yes or no for each statement.
Results: ___ Yes ___ No
Why We Read…
There are fundamental purposes for reading.2 Here are a few reasons we read:
To grasp a certain message To find important detail To answer a specific question To evaluate what you are reading To apply what you are reading To be entertained
Why is this important?
Allows you to make the appropriate adjustments in how you read and what strategies you will utilize.
In college, you read to get, analyze, evaluate, and apply information.
You must become skilled in reading for the other purposes.
Basic Tips for Getting Ready to Read Don’t get behind in reading. Use a planner or
other organizer. Use ear plugs to block out noise, and you’ll
avoid distraction. Find a quiet place or some where not prone
to distraction. Prepare yourself for reading. Read in daylight hours for efficiency and
retention. 2
Optimal Reading EnvironmentsDorm or Bed Room
Quiet Spot Outdoors—On or Off Campus
Library, University Center Study Area
Coffee Shop—Just take ear plugs to block out noise.
Study Cubicle—Various locations on Campus.
Couch or lounge area
More tips…
Take breaks. Try not to read for more than
an hour at a time. Read a variety of materials
daily. Adjust your reading rate.
Getting Down to the Act of Reading Reading is vital to gaining
understanding of new ideas and concepts.
Reading purposes vary by subject. Use a good strategy.
Success Tips for Reading Science, Art, History, Politics, & Social Sciences Establish a purpose for reading. Break reading into chunks. Use a strategy to increase comprehension and
critical thinking: SQ3R Highlight Visual Organizers K-W-L Flash Cards Take Notes Annotate Use a dictionary Summarize/paraphrase
SQ3R5
This is one of the most widely used reading strategies.
SQ3R means… Survey Question Read Recite Review
Let’s look at each in detail.
Landsberger, Joe. “Survey! Question! Read! Recite! Review!“ Study Guides and Strategies: The SQ3R Reading Method. February 9, 2009. http://www.studygs.net/texred2.htm
S-Survey5
Before you read, survey the chapter/section. The title, headings, and
subheadings Captions under pictures,
charts, graphs or maps Review questions or instructor-
made study guides Introductory and concluding
paragraphs Summary
Q-Question5
Question while you are surveying. Turn the title, headings, and/or subheadings into
questions; Read questions at the end of the chapters or after
each subheading; Ask yourself, "What did my instructor say about this
chapter or subject when it was assigned?" Ask yourself, "What do I already know about this
subject?" Note: If it is helpful to you, write out these
questions for consideration. This variation is called SQW3R.
R-Read5
When you begin to read… Look for answers to the questions you first
raised; Answer questions at the beginning or end of
chapters or study guides. Reread captions under pictures, graphs, etc. Note all the underlined, italicized, bold
printed words or phrases. Study graphic aids . Reduce your reading speed for difficult
passages. Stop and reread parts which are not clear. Read only a section at a time and recite after
each section.
R-Recite5
Recite after you’ve read a section. Orally ask yourself questions about what you have just
read or summarize, in your own words, what you read Take notes from the text, but write the information in
your own words Underline or highlight important points you've just read Use the method of recitation which best suits your
particular learning style but remember, the more senses you use the more likely you are to remember what you read - i.e.,
TRIPLE STRENGTH LEARNING: Seeing, saying, hearing-QUADRUPLE STRENGTH LEARNING: Seeing , saying , hearing, writing!!!
R-Review5
Reviewing is an ongoing process.Day One After you have read and recited the entire chapter, write
questions in the margins for those points you have highlighted or underlined.
If you took notes while reciting, write questions for the notes you have taken in the left hand margins of your notebook.
Day Two Page through the text and/or your notebook to re-acquaint
yourself with the important points. Cover the right hand column of your text/note-book and orally
ask yourself the questions in the left hand margins. Orally recite or write the answers from memory. Make "flash cards" for those questions which give you difficulty. Develop mnemonic devices for material which need to be
memorized.
R-Review5 continued Days Three, Four and Five
Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated.
Make additional flash cards if necessary.
Weekend Using the text and notebook, make a Table of Contents - list
all the topics and sub-topics you need to know from the chapter.
From the Table of Contents, make a Study Sheet/ Spatial Map.
Recite the information orally and in your own words as you put the Study Sheet/Map together.
Now that you have consolidated all the information you need for that chapter, periodically review the Sheet/Map so that at test time you will not have to cram.
Visual Organizers Use to help you learn, understand, & analyze
information and the relationship of ideas. Many types of organizers to help grasp complex
texts/information Mapping Timeline Webs Chart Chain Sketch Venn Diagram
Visual Organizers in Detail
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Graphic Type Relationship of ideas appropriate to this type of graphic
EXAMPLES:Humanities Social Science Physical/Life Science
Web (for a concept) •Definitions•Attributes•Examples
Characteristics of cubism in art
Attributes of the demand curve in economics
Attributes of sun spots in astronomy
Tree (for hierarchies) •Classification•Analysis•Structure•Attributes•Examples
Family tree of Tudor Monarchy in England
Organization of the White House Staff
Classes of isotopes in chemistry
Chart (for similar concepts)
•Compare•Contrast•Attributes
Comparison of imagery in poems by Anne Sexton
Comparison of Viet Nam war to the 1988 war in the Persian Gulf
Comparison of planets of the solar system
Chain (for changes over time)
•Process•Sequence•Cause/Effect•Chronology
Plot sequence of a novel
Stages of Piaget’s theory of cognitive development
Process of cell division
Sketch (for visualizing a description)
•Physical structures•Description of Places•Space relations•Concrete Objects•Visual images
Description of the Elizabethan state set in a drama
Description of complex apparatus for studying eye movements in reading
The structure of the epidermis and dermis, the two layers of skin
From: "Learning across the curriculum with creative graphing", by Linda Lee Johnson, The Reading Teacher, International Reading Association, 1990.
Mapping2
Use to preview/outline text or chapter in a text.
Take lecture notes Provide study overview for tests/quizzes Mapping shows main ideas/concepts and
major details.
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Mapping Sample 12
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Mapping Sample 22
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
What does an organizer look like? Timeline of major events that led up to the Revolutionary War, you might
choose a time line.
Web
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Tree Diagrams• Tree Diagrams are a type of graphic organizer that shows how items
are related to one another. The tree's trunk represents the main topic, and the branches represent relevant facts, factors, influences, traits, people, or outcomes.
• Uses of Tree Diagrams:Tree diagrams can be used to sort items or classify them. A family tree is an example of a tree diagram. Other examples of trees are cladistic trees (used in biological classification) and dichotomous keys (used to determine what group a specimen belongs to in biology). Tree diagrams are also used as visual in statistics to document the outcomes of probabilistic events (like tossing a coin).
Sample Tree Diagrams
From “Tree Graphic. Enchanted Learning. Accessed March 20, 2009. http://www.enchantedlearning.com/graphicorganizers/tree/
Venn Diagrams Beneficial for times when you have to compare/contrast,
note differences or similarities.
Double Venn diagramTriple Venn diagram
Similarities
Differences/Contrasts
Differences/Contrasts
Differences/Contrasts
Differences/Contrasts
Differences/Contrasts
Similarities of all 3
Similarities of 2
Similarities of 2
Similarities of 2
“Venn Diagram.” Education Society. March 20 ,2009. <http://www.2learn.ca/construct/graphicorg/venn/vennindex.html#> and <http://www.learnnc.org/reference/Venn+diagram>
Examples of Venn Diagrams
bright, wet skinsdivide their time between land and waterbig strong, back legs for jumpingteeth only in upper jaws
amphibianshave four legsno tailbulging eyeshatch from eggsfar-sightedabsorb water through their skinbreathe through their skinvery good hearinghave a long sticky tongue
FROG
dark, dry skins with bumps and wartsspend more time on landback legs are not big and stronghave no teeth swallow food in one piece
TOAD
Double
Triple
mconn.doe.state.la.us/getFile.php?lesson_id=6799&dlfilename=Sample+Venn+Diagram.doc -
More Sample Organizers
Chart
Sketch
Chain
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
K-W-L Chart It’s a reading inventory and learning tool.
K-Know W-Will Learn L- What you Learned
Before reading, thinkof keywords, terms, orPhrases about thetopic.
Record as many as youCan think of.
Preview the text’s table ofcontents, headings, pictures,charts etc. Use them as guide posts during reading.
List some thoughts on whatyou want, or expect to learn. Think in terms of what you willlearn, or what you want tolearn about the topic.
Turn all sentences intoquestions before writing themdown. They will help you focusyour attention during reading.
List what you learn as you read.
Use or make symbols to indicate main ideas, questions, or ideas don’t understand.
Landsberger, Joe. “Survey! Question! Read! Recite! Review!“ Study Guides and Strategies: The SQ3R Reading Method. February 9, 2009. http://www.studygs.net/texred2.htm
Flash Cards Use index cards. On one side write phrase, question, or term. On the other side write the answer. Use for reviewing information or preparing for
exams or quizzes.
Mitosis Result of division of cells from single parent cell
Take Notes Use the Cornell system of note taking to help you remember difficult
material. Use Cornell system to take notes during reading/lectures.
Main Ideas Details
Summary
Subject: _____________________ Date: _____________
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Sample of Cornell Notes
Main Ideas DetailsCornell NotesSemantic map or web
Can be used to provide an outline of the course, chapter, or lecture. Organized by main ideas and details. Can be as detailed as necessary. Sequential-- take notes as they are given by instructor or text in an orderly fashion. After class, write a summary of what you learned to clarify and reinforce learning and to assist retention. Can be used as study tool: Define terms or explain concepts listed on the left side. Identify the concept or term based on its definition on the right side.Can be used to provide a "big picture" of the course, chapter, or lecture. Organized by main ideas and sub-topics. Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you will probably need to "translate" notes into a Cornell format. Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.
Summary: You can take notes in a variety of ways. The Cornell method is best when info is given in a sequential, orderly fashion and allows for more detail. The semantic web/map method works best for instructors who skip around from topic to topic, and provides a "big picture" when you're previewing materials or getting ready to study for a test.
Subject: Note taking Date: 11/20/98
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Highlighting6
Read first before you highlight. Do not highlight whole sentences. Highlight key phrases or words. Highlight only what is important. Review your highlighted text within 24. Quiz yourself to see how much you retain.
Don’t get “highlighter happy.”
Annotate
Involves active reading. You take notes as you read and write them in
the text. Unlike highlighting, annotating focuses your
attention and engages you in the reading process.
The process allows you to monitor to your reading and comprehension.
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Techniques for Annotating a Text Underline terms/phrases of importance or significance. Circle definitions/meanings. Write key words and definitions in text—margins. Create symbols/key words in margin to signal where to find
important info. Write brief summary in margins at the end of a unit, section, part,
or chapter. Write questions in margins where answers are found. Write questions in margins to ask in class when you don’t
understand. Show steps in a process using numbers, letters, or arrows, in the
margin. Respond to the author/text with your thoughts, ideas, analysis
(Bishop 2000). Make connections to the text (Bishop 2000). Reread when you don’t understand the first time, making note
where comprehension falters (Bishop 2000).
Source: Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
Summarize/Paraphrase
After reading a section, part, unit, or chapter, write what you have learned.
Put your learning in your own words to clarify new ideas.
Use these as notes for review or to take to class for discussion.
Use a Dictionary Adjust the rate at which you are reading. Don’t skim over words you do not know as though
words may be an integral part of what you are reading.
Look for context clues to aid learning new words. Synonyms Antonyms Explanations Examples
Use a dictionary to ensure the you have the best definition as it relates to what you are reading.
“Reading Skills: Context Clues. eMints National Center. University of Missouri. February 13, 2009.<http://www.emints.org/ethemes/resources/S00001821.shtml>
Read for Speed Tips4
Get your eyes checked. Don’t sound out words when
you read. Avoid rereading. Develop a wider eye span. Vary the rate according to your
reading purpose. Preview the text. Skim for main idea.
“Suggestions for Improving Reading Speed.” Michigan Reach Out. February 9, 2009. <http://www.reachoutmichigan.org/learn/suggest.html>.
Resources If you think you need more assistance, take advantage of the various
university resources available to you. Tomas Rivera Center (TRC)
Qualitative Skills Tutoring Lab (QLAB )Tutoring Supplemental Instruction (SI) Academic Coaching (One on One help)
Time Management Note-taking Test prep Study Skills
Workshops on test prep, study skills Contact UC 1.01.02 Phone 210-458-4694
Counseling Services RWC 1.810 Phone 210-458-4140
Meet with your professors During their office hours When concerned about your grades or class performance.
Works Cited Bishop, Wendy, ed. The Subject Is Reading: Essays by Teachers and Students. Portsmouth: Boynton/Cook, 2000.
1. “Critical Reading Strategies.” Saint Joseph College Connecticut: Academic Resources. February 9, 2009. <http://ww2.sjc.edu/archandouts/CriticalReadingStrategies.pdf>.
2. Keeley, Meg. “Reading College Texts”. March 1, 1999. The Basics of Effective Learning. Bucks County Community College. February 9, 2009. <http://www.bucks.edu/~specpop/reading.htm>.
3. Mikhailov, Serge. “Some More Speed Reading Tips.” Speed Reading Software, Articles, and Tips. February 9, 2009. <http://www.ababasoft.com/speedreading/tips001.html>.
4. “Suggestions for Improving Reading Speed.” Michigan Reach Out. February 9, 2009. <http://www.reachoutmichigan.org/learn/suggest.html>.
5. Landsberger, Joe. “Survey! Question! Read! Recite! Review!“ Study Guides and Strategies: The SQ3R Reading Method. February 9, 2009. <http://www.studygs.net/texred2.htm>
6. “Textbook Marking.” Counseling and Career Center Learning Strategies. Bringham Young University. January 29, 2009. <http://ccc.byu.edu/learing/txt-mkg.php>
7. “Reading Skills: Context Clues. eMints National Center. University of Missouri. February 13, 2009.<http://www.emints.org/ethemes/resources/S00001821.shtml>
8. “Venn Diagram.” Education Society. March 20 ,2009 <http://www.2learn.ca/construct/graphicorg/venn/vennindex.html#> and http://www.learnnc.org/reference/Venn+diagram
9. “Tree Graphic.” Enchanted Learning. Accessed March 20, 2009. <http://www.enchantedlearning.com/graphicorganizers/tree>
10. “Sample Venn Diagrams.” Louisiana Department of Education. March 20, 2009. mconn.doe.state.la.us/getFile.php?lesson_id=6799&dlfilename=Sample+Venn+Diagram.doc