chapter 9 reading
TRANSCRIPT
© 2012 Wadsworth, Cengage Learning
Read Right! Read Right! Read Right! Read Right!
1. Understand what being a good reader is all about.
2. Take stock of your own reading challenges.
3. Adjust your reading style.
4. “Converse” with the author.
• Focus is the key.• Understanding is the goal; not speed.
• Physical and psychological factors affect reading.• Assessing your own challenges is important
• Judge how to read by what you need.• Know when to” taste,” and when to “digest.”
• Question the author as you read.• Keep your own commentary on the text.
© 2012 Wadsworth, Cengage Learning
Read Right!Read Right!Read Right!Read Right!
5. Dissect the text.
6. Make detailed notes.
7. Put things into context.
• Cut up the text; try putting it into your own words.• Write ‘what’ and ‘why’ statements in the margins.
• Find the main points.• Write it down to help remember it later.
• Reading requires ‘cultural literacy.’• Authors assume a common ground.
© 2012 Wadsworth, Cengage Learning
Read Right!Read Right!Read Right!Read Right!
8. Don’t avoid the tough stuff.
• Reading in college includes complicated sentences.• Reading aloud will help you work through difficult texts.• A common approach to reading is called SQ3R:
• Survey: Skim to get the lay of the land quickly.
• Question: Ask yourself what, why, and how questions.
• Read (1): Read the entire assignment.
• Recite (2): Put what you’re reading into your own words.
• Review (3): Go back and summarize what you’ve learned.
© 2012 Wadsworth, Cengage Learning
Read Right!Read Right!Read Right!Read Right!
9. Learn the language.
10. Bring your reading to class.
11. Ask for a demonstration.
12. Be inventive!
• Every discipline has its own vocabulary.• Pay attention to the perspective and priorities of each discipline.
• Instructors may use or refer to the text in class.• Bring up the reading in class and ask questions.
• Request mini-lessons on difficult class readings.• Bring up the reading in class and ask questions.
• Invent strategies that work for you!• Make it applicable to your learning style.“ ”Parents should play an
inestimable role in children’s learning to read and learning to love to read. Barbara Swaby
© 2012 Wadsworth, Cengage Learning
Meta-what? Meta-what? Metacognition, Reading and Studying Metacognition, Reading and Studying
Meta-what? Meta-what? Metacognition, Reading and Studying Metacognition, Reading and Studying
Meta = About
Cognition = Thinking and Learning
Metacognition = Thinking about Thinking and Learning about Learning
Metacognition:
• Knowing about yourself as a learner.• Identifying learning goals and progress.• Using your self-awareness to learn at your best.
© 2012 Wadsworth, Cengage Learning
A Final Word About Studying A Final Word About Studying A Final Word About Studying A Final Word About Studying
“Never regard study as a duty, but as the enviable opportunity
to learn . . .”
-Albert Einstein
© 2012 Wadsworth, Cengage Learning
© 2012 Wadsworth, Cengage Learning
VVAARRKK ActivityActivityVVAARRKK ActivityActivity
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