AcademicReading Strategies

Objectives for this session

❏ Get to know PQ3R

❏ Academic Reading vs Pleasure Reading

❏ Find out how fast you read

❏ Practice Strategies in Context: Previewing, Questions, Read,

Recite, Review

❏ Use an online annotation tool that allows for real-time

collaboration

Test your reading speed and retention with 1-3 activities http://www.freereadingtest.com/free-reading-test.html … or http://www.staples.com/sbd/cre/marketing/technology-research-centers/ereaders/speed-reader/ … or http://www.myreadspeed.com/

Strategies

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http://www.forbes.com/sites/brettnelson/2012/06/04/do-you-read-fast-enough-to-be-successful/#99aafe658f7e

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S/PQ3R reading method

Survey/ Preview, Question, Read, recite, review

Based on SQR Reading method Retrieved from http://www.studygs.net/texred2.htm

Post Link on Twitter

I assign teams to work on PREVIEWIng and then Questions

SQ3R reading method

The images that form in your mind as you read --make a text more memorable as visualizing content as you read boosts comprehension and retention.

research showing that students who are taught to develop mental imagery of text do better than control groups on tests of comprehension and recall.

The research basis for the usefulness of transforming text into mental images can be found in Allan Paivio's dual coding theory,

which holds that cognition consists of both a verbal system for language and a nonverbal, visual-spatial one for images. By creating mental images from the words on a page or screen, we tap into both the verbal and visual-spatial representational systems, making abstract concepts more concrete and thus more meaningful and memorable.

Show udemy 3.7

SQ3R reading method

Have students review by themselves (takes notes) highlight in the text and annotate those parts in paragraph that help build mental markers

come together in groups of 5 and recite the article as well as answer the questions

PINGO How do you feel about Academic Reading now? Choose all that apply.Type: Multiple ChoiceTags: academic readingOptions

● I am happy to know my current reading speed. ● I am not afraid to do the hard work that is required when reading

academic texts. ● I am pretty sure that with a little more practice I can get better at reading

faster and improving my memory. ● It's still all pretty new to me, but I am willing to try my best. ● I think discussions with classmates will improve my reading of academic

texts. ● I like the mental marker method. It seems to be helping me remember

better. ● I find the reciting stage the hardest as it means to structure my thoughts,

notes and answers to the questions. ● The reviewing stage seems to be the hardest as I have to rely on my

● memory to remember the questions, answers and content. ● I hope we do more reading sessions like this one today. ● I feel confused and will need to talk to the instructor to clarify my

thoughts/ questions. ● I think I might be using the annotation tool Hypothes.is more often.

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References

Baker, L. & Brown, A.L. (1984). Metacognitive skills and reading. In: P.D. Pearson (Ed.). Handbook of reading research. New York: Longman, pp.353-394.

Barr, R., Kamil, M.L., Mostenthal, P.B. and Pearson, P.D. Handbook of Reading Research. Vol 2 (Reprint, 1991). Beaverton: Ringgold Inc, 2016.

Clark, C. Osborne, S., & Akerman, R. (2008). Young people’s self-perceptions as readers: An investigation including family, peer and school influences. London: National Literacy Trust. Retrieved from http://www.literacytrust.org.uk/assets/0000/0558/Self-perceptions_as_readers_2008.pdf

Hermida, J. (2009). The importance of teaching academic reading skills in first-year university courses. The international Journal of Research and Review. 3, 20-29.

Gough, P. (1985). Theoretical models and processes of reading. (3rd ed.) New York: International Reading Association.

Gull, E. (2014). Efficacy of skill development techniques: Empirical Evidence. Journal of Education and Educational Development 1(2), 134-44.

Koenke, K. (1985). ERIC/RCS Report: The "Handbook of Reading Research": What It Says about Instructional Practice. English Education, 17(2), 108-112. Retrieved from http://www.jstor.org.ezproxy.uleth.ca/stable/40172561

Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.

Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart & Winston.Paivio, A. (1986). Mental Representations. New York: Oxford University Press.Paivio, A. & Begg, I. (1981). The Psychology of Language. New York: Prentice-Hall.

HandoutsAcademic Reading Resources from York University including

● Note-taking templates, ● connecting readings to course

objectives, ● identifying topic, evidence and

arguments in readings● personal response to a reading

PQ3R Reading Strategy

Websites

Study Guides and Strategies - several sites on Reading Strategies: Reading critically | Pre-reading strategies | SQ3R reading method |

KWL reading method | Marking & underlining | Reading difficult material |Interpretive reading | Reading essays | Reading fiction | Narrator/character types |Speed and comprehension | Researching on the Internet | Evaluating websites | Organizing research: computers | Organizing research: note cards

SQ3R reading method