Title: The Foundation of College Success
1The Foundation of College Success
- Reading Comprehension Strategies
- Presentation provided by UTPB West Texas Literacy
Center, an HSI funded program. HSI is a federally
funded program granted by the Department of
Education Title V programs. - Developed by Ana Miller, M.A., Reading Specialist
2What is Reading?
- Reading is Thinking.
- Has dual purposes decoding and comprehension
- Requires your background knowledge and prior
experiences - Interactive You and the author
- Constructive
- Metacognitive Awareness of your own thinking
- Strategic
- Involves all of you Mentally, physically,
emotionally, and sometimes spiritually
3What Proficient Readers Do
- Interact with text in a multisensory way
- Search for connections between what they know and
the new information - Ask questions of themselves, the authors, and the
texts they read - Make inferences (reading between the lines)
during and after reading - Distinguish important from less important ideas
in text
4What Proficient Readers Do
- Are adept at synthesizing (formulating a new
perspective or idea) information within and
across texts and reading experiences - Repair faulty comprehension
- Monitor the adequacy of their understanding
- Findings based on research by Pearson, 1992
and Keene Zimmerman, 1997.
5First Stage of ReadingPre-Reading
- Preview Text
- SURVEY
- Title, subheadings, bold print, italicized
words, margin notes - Pictures, captions, graphics, maps, etc.
- Chapter questions
- Summary
-
6Pre-ReadingAs you Preview the Text
- Link your prior knowledge and experiences to the
text -
- Ask yourself
- What do I already know about this subject?
-
- What personal connections can I make to this
information? -
- Take no longer than 5 minutes to Preview the
Text. -
7Pre-Reading
- Set a Purpose for Reading to Get Focused and
Engaged in the Reading Process - QUESTION
- Mentally or in writing BEFORE you read the first
section of the chapter,turn a chapter heading,
subheading, or boldface term into a question,
using why, how, what, when, where, who?
8Second Stage of ReadingDuring Reading
- READ
- To find the answer to your question(s)
- Read only a short section, one paragraph to one
page, depending on the difficulty of the text - Read quickly and selectively, improving your
comprehension by seeking the answer to your
question(s)
9During Reading
- As you read
- Interact with the text by
- Using all of your senses to see, hear, touch,
taste, and smell what the author is describing - In expository (nonfiction) text visualizing is
most beneficial - In narrative (storytelling) text all of your
senses should be engaged, especially your
emotions -
10During ReadingMake Connections with the Text
- What does this remind me of?
- How can I apply this?
- How does this relate to lectures, class notes,
other textbooks, other courses? - How does this relate to what I am needing to
learn? - I wonder
- I have heard, seen, read about this
11Third Stage of Reading After Reading
- RECITE
- To find out what you comprehend from reading the
section - Answer your question ALOUD, in YOUR OWN WORDS
- If you cant say it, you dont know it!
- Reciting is your most important tool for
remembering information it requires complete
multisensory concentration needed to move
information from short-term memory to long-term
memory
12After Reading
- RITE
- To prepare for later review follow the RECITE
step - with any of these steps
-
- Underline or highlight, using the
telegrammatic method, if the material is fairly
easy - Make very brief notes in the margin or in your
notebook, if the material is detailed and complex
- Record key names, dates, terms, and definitions
- Mark any confusing portions so you can clarify
later - When you dont want to mark in the text, use
post-it-notes -
13Telegrammatic Underlining or Highlighting
- The Objective
- Your underlined or highlighted words should
provide a sufficient, correct SUMMARY of the
material. - Avoid random marking
- Difficult texts or those you must know in great
detail, may require marginal notes, outlines, or
other note- taking methods - Telegrammatic underlining or highlighting works
well for easier or more general information
14Repeat the Cycle
- Move to the next section of the text and
- QUESTION
- READ
- RECITE
- RITE
15After ReadingFinal Step
- REVIEW
- At the end of the chapter, take about 5 MINUTES
to do an IMMEDIATE, brief review to double
retention - A WEEK LATER, review again briefly to strengthen
long-term memory - Review again EACH WEEK UNTIL YOU ARE TESTED,
adding new chapters as they are assigned - Reviewing cuts total study time by up to 90
-
16SQ4R Study-Reading Method
- S SURVEY
- Q QUESTION
- R READ
- R RECITE
- R RITE
- R REVIEW
17Research ShowsStudy-Reading Methods Do Work
- Reading alone is a short-term memory operation
- In a study, of upper-level students from a major
university who used the SQ4R method for a
semester- - Every student
- Had a higher GPA
- Faster reading rate
- Improved comprehension
- Spent 30 less time on studying than before
- The key is repetition!!!
18Psychological Advantages of Study-Reading Methods
- Provides mental organization or structure
- Sets a purpose for reading
- Produces sense of accomplishment
- Creates sense of security
- Multisensory
19READING REQUIRES READER AND TEXT INTERACTION
-
- If there is no understanding, reading did not
occur. -
- Tell me, and Ill forget.
- Show me, and I may remember.
- Involve me, and Ill understand.
- Author
unknown -
20Adjusting Your Reading Rate
- Scanning 1000 to 2000 WPM
- Skimming 800 WPM
- Speed Reading 300 to 800 WPM
- Study Reading 100 to 200 WPM
- Careful, Intensive Reading - lt 100 WPM
21References
- Feldman, Shattles, McKenzie. (2004).Oracle
EDU 1110. Unpublished manuscript, Southern
Methodist University, Dallas, TX. - Harvey, S. Goudvis, A. (2000). Strategies That
Work. - Portland Stenhouse.
- Leonard, E. (2007). What Every Student Should
- Know AboutStudy Skills. New York Pearson.
-