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The Foundation of College Success

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The Foundation of College Success Reading Comprehension Strategies Presentation provided by UTPB West Texas Literacy Center, an HSI funded program. – PowerPoint PPT presentation

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Title: The Foundation of College Success


1
The 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

2
What 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

3
What 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

4
What 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.

5
First Stage of ReadingPre-Reading
  • Preview Text
  • SURVEY
  • Title, subheadings, bold print, italicized
    words, margin notes
  • Pictures, captions, graphics, maps, etc.
  • Chapter questions
  • Summary

6
Pre-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.

7
Pre-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?

8
Second 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)

9
During 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

10
During 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

11
Third 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

12
After 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

13
Telegrammatic 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

14
Repeat the Cycle
  • Move to the next section of the text and
  • QUESTION
  • READ
  • RECITE
  • RITE

15
After 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

16
SQ4R Study-Reading Method
  • S SURVEY
  • Q QUESTION
  • R READ
  • R RECITE
  • R RITE
  • R REVIEW

17
Research 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!!!

18
Psychological Advantages of Study-Reading Methods
  • Provides mental organization or structure
  • Sets a purpose for reading
  • Produces sense of accomplishment
  • Creates sense of security
  • Multisensory

19
READING 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

20
Adjusting 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

21
References
  • 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.
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