MODULE 2 - · PDF fileMODULE 2Understanding Purposes for Reading and the Reading Process ... skimming, scanning, and improving reading speed and accuracy. The reading process:

MODULE 2 Understanding Purposes for Reading and the Reading Process

© The Texas Higher Education Coordinating Board. Developed by The University of Texas at El Paso.

Student Version. Building Reading Comprehension Project

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 fol-lowing 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 Answers basic who, what, when, where questions

Engages critical thinking skills through questioning and reflection

Multiple and easy connections to prior knowledge

Establishes vocabulary and basic concepts in the subject Considers stated and implied ideas

Satisfies intellectual stimulation and/or emotional pleasure

Speculates on how concepts can be applied to new situations

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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 GOALS

Pre-reading is what readers do before they read to create expectations, focus, and a plan for the best

approach to the reading.

Active Readingis what readers do while they are reading to stay focused and comprehend the material.

Post-readingis what readers do after they have finished

the text to enhance understanding and enable long-term retention.

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Faculty Strategy #1

• toactivatepriorknowledgeasaframeworkforunderstanding

• tostimulateinterestinthetopic

• toidentifythepurposesandgoalsforthereading

• toprovidelanguagepreparationforthetext

• to build knowledge within the context for reading

• to self-monitor comprehension and correct as needed

• to make material more memorable for recall and application

• to“fillintheblanks”bycheckingknowledge,findinganswers,andtakingadditionalnotes

• tointegratelecturenoteswithbooknotestoformcompletestudyguides

• toincreasevocabulary




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.

Faculty Strategy #2

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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.

Faculty Strategy #3

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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.

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Useful Resources

Five types of reading.http://www.ababasoft.com/speedreading/five_types_of_reading.htm

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. http://www.tc.umn.edu/~jewel001/CollegeWriting/READSPEAKTHINK/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. http://www.writers-place.com/reading/sld001.htm

This slideshow from the Worldwide Writer’s Place, a “knowledge hub for writers and teachers of writing,” explains the encoding and de-coding interactions that take place between the reader and writer.

Types of reading. http://www.ltscotland.org.uk/studyskills/10to14/get/ReadingMedia/resources/genericcontent_tcm4269234.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.

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MODULE 2 - · PDF fileMODULE 2Understanding Purposes for Reading and the Reading Process ... skimming, scanning, and improving reading speed and accuracy. The reading process: