Chapter 6 reading skills (1)

College ReadingCollege Reading
 Of all the skills necessary toOf all the skills necessary to
succeed in college, the twosucceed in college, the two
most important are:most important are:
 ReadingReading –– the intake of informationthe intake of information
 WritingWriting –– the production of informationthe production of information
 In this presentation, you willIn this presentation, you will
learnlearn how to make your readinghow to make your reading
skills work for youskills work for you……
Read it!
Process it!
Use it!

Take Charge of Your ReadingTake Charge of Your Reading
 Before all else, if you don’t like to read,Before all else, if you don’t like to read,
accept the importance of the skill and work onaccept the importance of the skill and work on
it. This is CRITICAL to your success!it. This is CRITICAL to your success!
 Commit to reading goalsCommit to reading goals
 Plan time and space to concentratePlan time and space to concentrate
 Capture knowledge and connect ideasCapture knowledge and connect ideas
 Know how to read primary andKnow how to read primary and
secondary sources.secondary sources.
 Preview and Review…Preview and Review…

Commit to Reading GoalsCommit to Reading Goals
 Stay positive, reading can be enjoyable.Stay positive, reading can be enjoyable.
 Make the author your companion.Make the author your companion.
 Pace yourself according to difficulty level.Pace yourself according to difficulty level.
 Take breaks (10 min break every 50 minutes).Take breaks (10 min break every 50 minutes).
 Read other sources if the assigned reading isRead other sources if the assigned reading is
confusing.confusing.
 Keep building your vocabulary (keep a dictionaryKeep building your vocabulary (keep a dictionary
handy).handy).
 When studying for a test, skim readings for keyWhen studying for a test, skim readings for key
points and termspoints and terms..
 Make understanding the material of primeMake understanding the material of prime
importanceimportance..

Plan Time and Space to ConcentratePlan Time and Space to Concentrate
 College reading takes a greatCollege reading takes a great
deal of concentration.deal of concentration.
 Find an environment in whichFind an environment in which
you can concentrate best.you can concentrate best.
 If you must read in a noisyIf you must read in a noisy
environment, consider wearingenvironment, consider wearing
headphones with familiarheadphones with familiar
instrumental music just loudinstrumental music just loud
enough to block distractions.enough to block distractions.
 Schedule time to read in aSchedule time to read in a
place where you won’t beplace where you won’t be
interrupted (or distracted).interrupted (or distracted).

Capture and ConnectCapture and Connect
 Capture the supporting details; connectCapture the supporting details; connect
them to the main idea.them to the main idea.
 Capture what you don’t know andCapture what you don’t know and
connect it to what you do know.connect it to what you do know.
 Elements of Your Reading PlanElements of Your Reading Plan
1.1. PreviewPreview
2.2. SkimmingSkimming
3.3. Active ReadingActive Reading
4.4. Analytic ReadingAnalytic Reading
5.5. ReviewReview

Know How to Read Primary andKnow How to Read Primary and
Secondary SourcesSecondary Sources
 Primary Source -Primary Source -
material written inmaterial written in
some original form;some original form;
more difficult readingmore difficult reading
level.level.
 AutobiographiesAutobiographies
 SpeechesSpeeches
 Research ReportsResearch Reports
 GovernmentGovernment
DocumentsDocuments
 Scholarly ArticlesScholarly Articles
 Secondary Source -Secondary Source -
summarizes orsummarizes or
interprets primaryinterprets primary
sourcessources
 Magazine ArticlesMagazine Articles
 TextbooksTextbooks

Developing Your VocabularyDeveloping Your Vocabulary
 Consider the context around newConsider the context around new
and challenging words.and challenging words.
 Jot down unfamiliar terms and findJot down unfamiliar terms and find
the meaning using a dictionary.the meaning using a dictionary.
 Analyze terms to discover theAnalyze terms to discover the
most meaningful part of the wordmost meaningful part of the word
(especially true in Biology).(especially true in Biology).
 Take the opportunity to use newTake the opportunity to use new
terms in your writing andterms in your writing and
speaking.speaking.
Learn to read
“outside the
box!”

A Reader’s GlossaryA Reader’s Glossary
Cause-effectCause-effect How one thing causes anotherHow one thing causes another to happento happen
Compare-contrastCompare-contrast How things are similar and how they are differentHow things are similar and how they are different
Draw a conclusionDraw a conclusion To make up your mind about an ideaTo make up your mind about an idea
Context clueContext clue Getting the meaning of a word from the wordsGetting the meaning of a word from the words
around itaround it
ImpliedImplied Suggested without being directly statedSuggested without being directly stated
InferenceInference To guess or speculate to draw a conclusionTo guess or speculate to draw a conclusion
Main ideaMain idea The primary subject of a passage or paragraphThe primary subject of a passage or paragraph
ObjectivityObjectivity Not influenced by personal feelings or prejudiceNot influenced by personal feelings or prejudice
Prior knowledgePrior knowledge What you already knowWhat you already know
Supporting detailsSupporting details Specific items that elaborate on the main ideaSpecific items that elaborate on the main idea

PreviewPreview
 Scan the material to see what liesScan the material to see what lies
ahead.ahead.
 Consider the context for theConsider the context for the
assignment.assignment.
 Consider the length of the readingConsider the length of the reading
assignment and estimate how longassignment and estimate how long
it will take.it will take.
 Consider the structure andConsider the structure and
features of the reading to help youfeatures of the reading to help you
digest the material.digest the material.
 Consider the difficulty and planConsider the difficulty and plan
your time accordingly.your time accordingly.
This is a lot of
work! Who
needs it?

ReviewingReviewing
 Review to remember the mainReview to remember the main
points of the material.points of the material.
 Test yourself on yourTest yourself on your
comprehension.comprehension.
 Some ways to review:Some ways to review:
 notesnotes
 study questionsstudy questions
 flash cardsflash cards
 visual mapsvisual maps
 outlinesoutlines
 Make reviewing every week aMake reviewing every week a
study goal.study goal.

SkimmingSkimming
 Skimming covers the contentSkimming covers the content
at a general level.at a general level.
 It involves reading at aboutIt involves reading at about
twice your normal rate.twice your normal rate.
 Focuses on introductory statements, topicFocuses on introductory statements, topic
sentences and boldface terms.sentences and boldface terms.
 Provides the chance for you to see what kindProvides the chance for you to see what kind
of information the assignment containsof information the assignment contains
 Enables you to gather the surface ideas ifEnables you to gather the surface ideas if
you don’t have enough time to read deeply.you don’t have enough time to read deeply.

Active ReadingActive Reading
 Use it to avoidUse it to avoid emptyempty readingreading——readingreading
then realizing that no information hasthen realizing that no information has
come across.come across.
 Focus on identifying the main ideas andFocus on identifying the main ideas and
on understanding how supporting pointson understanding how supporting points
reinforce those ideas.reinforce those ideas.
 In other words, get really interested &In other words, get really interested &
involved!involved!
Read us the
story about
the wolf
Right!
Get involved
in reading!

Analytic ReadingAnalytic Reading
 Reading at a more intense level.Reading at a more intense level.
 Involves breaking ideas open and diggingInvolves breaking ideas open and digging
underneath their surface.underneath their surface.
 Enables you to try to spot flaws in the writer’sEnables you to try to spot flaws in the writer’s
logic.logic.
 Promotes a comparison of the work to otherPromotes a comparison of the work to other
works.works.
 Should involve questioning the author andShould involve questioning the author and
yourself.yourself.
 In other words, active skepticism with a purposeIn other words, active skepticism with a purpose

Highlighting TextHighlighting Text
 HighlightHighlight::
 Topic sentences, Key words, ConclusionsTopic sentences, Key words, Conclusions
 But watch out!But watch out!
 Highlighting too much canHighlighting too much can cause you to re-cause you to re-
read everythingread everything because you don’t knowbecause you don’t know
what’s important.what’s important.
 Highlighting doesn’t show youHighlighting doesn’t show you whywhy youyou
highlighted somethinghighlighted something
 YouYou need to have the entire textneed to have the entire text with you towith you to
review.review.

Important Points About College ReadingImportant Points About College Reading
 Instructors do NOT always cover theInstructors do NOT always cover the
reading material in lecture.reading material in lecture.
 You are expected to read theYou are expected to read the
material and understand it on yourmaterial and understand it on your
own.own.
 Successful students completeSuccessful students complete
assigned readingsassigned readings beforebefore class toclass to
help them understand the lecture.help them understand the lecture.
 Connections and overlaps betweenConnections and overlaps between
lecture and reading reinforcelecture and reading reinforce
learning.learning.
 Also, reading ahead prevents youAlso, reading ahead prevents you
from being embarrassed when youfrom being embarrassed when you
are called on to discuss what you’veare called on to discuss what you’ve
read!read!
Take that!
Unworthy adversary
of reading!

A Summary of Strategies toA Summary of Strategies to
Improve ReadingImprove Reading
 Practice a positivePractice a positive
attitude.attitude.
 Make the authorMake the author
your companion.your companion.
 Pace yourselfPace yourself
according toaccording to
difficulty level.difficulty level.
 Take breaks toTake breaks to
restorerestore
concentration.concentration.
 Read other sources ifRead other sources if
the reading isthe reading is
confusing.confusing.
 Build your vocabulary.Build your vocabulary.
 Work on reading faster.Work on reading faster.

Chapter 6 reading skills (1)

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Chapter 6 reading skills (1)