But I DID Read the Chapter!

Objectives:•Identify the importance of reading – effectively, critically – in college and the workplace•Recognize the three stages of reading•Implement a reading success strategy for each stage of reading to improve comprehension and retention

How Important is Reading Anyway?•After listening, reading is the most common form of

communication in which college students engage.¹•Reading doesn’t end with graduation; reading in the

workplace is directly connected to productivity²• In other words, the better reader you are, the more

productive you are. The more productive you are, the greater likelihood you will be promoted and the higher one is promoted, the more money s/he earns.

Steps in the Reading Process

Before Reading During Reading

After Reading

Before Reading

•Prepare to read• Set a goal or calculate how many pages you need to read

• Set aside sufficient time to read – for college reading plan on half-an-hour segments at least

• Turn off/eliminate ALL distractions – music, cell phone, TV, etc.

• Have materials for reading convenient – pencil, pen, highlighter, sticky notes or notebook paper, lecture slides, dictionary, …

• Establish a PURPOSE for reading

Image credit: http://www.huntsvillelibrary.ca/en/booksCollectionsMore/resources/Parent_Teacher_Resource/books_on_their_side.jpg

During Reading•How do you know when you’ve disconnected with what you’re reading?• Identify when & where you first disconnect with the text

Image Retrieved from: http://www.mediccast.com/blog/wp-content/uploads/2009/12/Frustrated-student-white.gif

During Reading – continued •Do mark the text by

writing in the margins or taking notes.•Don’t simply highlight text

•Write what?• Questions (I wonder… What

if… How does this…)• Examples from lecture/lab• Prior knowledge (This

reminds me of… This is a result of… )• Personal experience(s) or

knowledge (I saw a movie about… I heard on the news… I remember visiting…

Image retrieved from: http://www.textbookdollars.com/blog/wp-content/uploads/2013/12/highlighted-textbook-300x225.jpg

During Reading – final tips•Read out loud – engaging additional senses improves

comprehension and helps pinpoint when & where disconnections occur •Speed up or slow down reading speed •Re-read a passage or section of text•Be sure to look at the pictures, graphs, and other visuals•Continue reading even if you are a little confused;

sometimes additional examples will help clarify meaning

After Reading•Review your text notes and make connections to lecture

topics• If you have questions about the reading, write them

down to ask in class•Answer any questions in the text, at the end of the

section, or at the end of the chapter whether the questions were “assigned” or not• Summarize the notes, questions, predictions, or

connections you wrote while reading and summarize

ReferencesEmanuel, R., Adams, J., Baker, K., Daufin, E. K., Elington, C. Fitts, E. … Okeowo, D. (2008). How College

Students Spend Their Time Communicating [Abstract]. International Journal of Listening, 22, 13 –

28. doi: 10.1080/10904010701802139 Retrieved from

http://www.tandfonline.com/doi/full/10.1080/10904010701802139

Gardner, J. N. & Barefoot, B. O. (2016). Your College Experience: Strategies for Success. Boston, MA: Bedford/St.

Martin’s.

Gore, P. A., Leuwerke, W. & Metz, A. J. (2016). Connections: Empowering College and Career Success. Boston, MA:

Bedford/St. Martin’s.

Myth vs. Truth: How to Read a Textbook. (2013, September 26). [Web log]. Retrieved from Aristotle Circle Peers at:

http://blog.aristotlecircle.com/2013/09/myth-vs-truth-how-to-read-a-textbook/

OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.

http://dx.doi.org/10.1787/9789264204256-en

Piscitelli, S. (2015). Choices for College Success (3rd ed.). J. McPherson (Ed.). Boston, MA: Pearson.

Tovani, C. (2000). I Read It, But I Don’t Get It. Portland, ME: Stenhouse Publishers.