Why is it essential that college students learn to be critical readers?

Instructors and professors will require it.

Simply memorizing factual information about an article or essay and spitting it back out for tests or papers is not appropriate at the college level (professional level).

Reading for deep learning requires daily practice to:

Clarify purposesFormulate clear questionsDistinguish accurate & relevant information from inaccurate/irrelevant informationReach logical inferences and conclusionsIdentify significant and deep conceptsDistinguish justifiable assumptions from unjustifiable assumptionsTrace logical implicationsIdentify and think within multiple viewpointsEffective reading requires active engagement with textReflect on what is being readMonitor how well you are reading --- what you don’t knowAccurately paraphrase what is being readActively summarize and elaborate on passagesConnect key ideas with what you already understandBe able to apply key ideas to lifeExplain/clarify the thesis of a paragraph Analyze the logic of what is read (purpose, main idea, main question, information).Evaluate what is read (clarity, accuracy, precision, relevance, depth, breadth, logic)Think like the author

from: Thinker’s Guide to How To Read a Paragraph, The Foundation for Critical Thinking

– The modes of critical thinking (effective reasoning) are:

• Problems that cause s-l-o-w reading:

#1. Poor concentration

• Lack of interest• Daydreaming• Worrying about other problems• Can’t remember what is read.

• Problems contd:

#2. Underdeveloped vocabulary

• Difficult to learn new vocabulary• Not sure where to find word meanings

Learning the new vocabulary for each course is essential to understanding new ideas & concept.

• Problems contd:

#3. Poor reading techniques:

• Stuck in one gear

• Cannot find main points & important details • Takes too long to read assignment.

• Problems contd:

#4. No system for reading textbooks:

SQ3R

• Survey• Question• Read• Recite• Review.

• Problems contd:

#5. The blank mind syndrome:

• Eyes just passing over words• Reading without reflection

1. Organize lecture & textbook notes using note cards2. Recite notes aloud3. Develop questions from notes4. Read questions aloud5. Check for accuracy6. Separate note cards you know from ones you don’t know.

- SQ3R

- Weaver Reading Efficiency software

- Ultimate Speed Reader

• Survey• Question• Read• Recite• Review

See handout for SQ3R study reading technique procedures.

• ASSOCIATE: Relate ideas to each other.

• VISUALIZE: Try to see pictures in your mind as you read.

• CONCENTRATE: Have a specific purpose, associating, and visualizing will help you to do this.

• REPEAT: Keep telling yourself important points and associate details to these points.

• Software program• Go to American Studies 206• Talk with ARC computer lab attendant for instructions• Can access this program free of charge:

• Mon., Wed., Fri. 10am to 5pm & 7pm to 10pm

• Tues., & Thurs., after 3:00pm and evenings 7pm to 10pm

                                                 

Average rate = 250 wpm

Some faster readers = 500 to 600 with comprehension

Good reading = speed + comprehension

Looking up phone number = 25,000 wpm

Dictionaries, thesauri, phone directories, clearly presented material, (lists of numbered items, outlines, etc.)

SCANNINGLocation of specific information

Newspapers, journals, novels, research

SKIMMINGReading for general topics & more ideas

Easy textbooks, newspapers, stories, magazines. Any material where only main ideas are to be learned. Generally lighter study.

EXPLORA-TORY

General understanding of main ideas & details or relate new information to what is already known; creating interest in reading material; reading where you will be tested on details.

Most textbooks, journals & technical materials. READING

FOR LEARNING

Reading with maximum understanding of main ideas & their relationships to each other; making questions from main ideas; taking notes; material where you are responsible for recall

Detailed texts: math, science, poetry, love letter; material to be studied intensively; read aloud such as drama, philosophy, religion; any material that requires deep thinking.

ANALYTICAL & CRITICAL READING

Evaluate &/or reflect on content, to follow directions as in performing a chemistry experiment, extract precise meanings, read aloud, reading intimate material, reading for emotional stimulation.

About 1500 words per

minute

About 400 - 600 words per

Minute

About 250 words per

minute

Less than 250 words per

minute

About 1000 words per minutes

• Set a timer for 1 minute while you read a magazine or newspaper article

• Read to understand the material but don’t try to memorize it

• After 1 minute has passed, count the average number of words in one complete line you have just read & multiply that times the total number of lines read during that one minute

• The result will give an approximate reading speed or words per minute reading rate.

Reading textbooks faster than 250 wpm increases the risk that important ideas and clarifying details will be missed.

Lack of practice and trying to read and memorize information at the same time leads to problems.

Keep reading and learning separate

Use one mode or the other

Learning during reading occurs when the material is mentally manipulated in some way.

Reflection: comprehension, analysis, application, synthesis, evaluation

Increases reading speed in a variety of ways: 30 minutes

Reading Warm-Ups, which are essentially limbering drills for the eyes and brain.

Eye Movement skills by following along with highlighted text that tracks at targeted speeds.

Newspaper Reading section which features columnar text. Paced Reading includes longer reading passages at a preset paceTimed Reading offers timed sessions so the user can monitor his or her progress.

Eye Max Game, in which s/he matches a central figure to its twin among four peripheral figures. The figures flash at ever increasing speeds, moving farther from center with each challenge level.

• Go to the Academic Resources Center in AMST 206.

• Make an appointment to meet with the ARC reading lab attendant for quick instructions.

• Dedicate at least two hours weekly to using the program & practice.

• The more time you spend in practice, the quicker you will reach your goal.

• Getting Motivated:

• Nurture and develop enthusiasm and motivating self-talk

• Set clear and achievable goals

• Use strategies that support your learning efforts

• Be Proactive and not Re-active. They make things happen!

• Get positive!

• Decide that you and your future are worth making the investment NOW!

• Realize that every hour wasted today will significantly decrease your career success and earning potential later.

Students who have a reading disability or suspect that they have may have a reading disability that impacts reading/learning, should contact TRIO – Student Support Services in the Lee Building.

Mrs. Teresa McLeod, Disabilities counselor. Lee Bldg. 102 Phone: Ext. 4019

Dr. Dee BostCoordinator, Academic Resources Center - Tutoring ProgramCertified Developmental Education Specialist (Kellogg Institute)

One-to-one peer tutoring by appointmentSupplemental Instruction (SI)Learning strengths & styles assessmentLearning Enhancement SeminarsComputer labTime ManagementReading comprehension, vocabulary, & speed development….. And more …...