Textbook Reading Workshop

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Textbook Reading Workshop
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Textbook Reading Workshop

• First-year Brockport students report almost
  unanimously that they are overwhelmed with both
  the volume and difficulty of their textbook
  reading assignments.
• Early Warning Advisement Survey

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Textbook Reading Workshop

• Some students report that they do not keep up
  with their reading assignments, while others read
  but do not retain the information.

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College Textbook Reading

• Why dont students read?
• No quizzes on the reading.
• Professor never talks about the reading
  assignment.
• Assignments too long.

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College Textbook Reading

• Why should students read?
• Supplement class lecture and notes.
• Prepare for class note-taking and listening.
• Build on previous knowledge.
• Read to learn, write to learn, talk to learn.

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Why read?
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Why Read?

• Semester Honors
• Deans List 3.40-3.69
• Deans with Honors 3.70-3.99
• Presidents List 4.0

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SQ3R

• SQ3R is one of many textbook reading strategies
  that helps students
• Identify the most important points quickly
• Distinguish between main ideas and details
• Comprehend information quickly
• Situate information into memory
• Review for exams efficiently

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SQ3R

• During this lecture, think about how you can
  adapt this reading strategy to the reading
  assignments from various disciplines.

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SQ3R

• SSurvey the Text
• title, author, date
• preface, introduction, purpose, thesis, approach
• table of contents, topics, subtopics,
  organization
• chapter highlights, summaries, study questions,
  appendices

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SQ3R

• SSurvey the Assignment
• Sample a paragraph from your reading assignment
  to determine how much time you will need to
  reserve for the entire reading assignment.
  Consider the following
• Your purpose for reading the material.
• Your level of interest in the material.
• Your concentration span.
• The reading level and rate at which facts are
  presented.

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SQ3R

• SSurvey the Assignment
• Schedule your reading time.
• Break the reading assignment into manageable
  chunks spaced over a few days or a few hours.

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SQ3R

• SSurvey the Assignment
• Now survey the assigned chapter
• title
• introduction
• sub-headings
• topic sentences
• illustrations, charts, graphs, etc.
• chapter summary, discussion questions

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SQ3R

• QQuestion
• What information do you hope to gain from reading
  the material?
• What do you already know about this topic?
• What do you think the author might say?

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SQ3R

• QQuestion
• Turn each of the main points found in the
  introduction, headings, topic sentences, or
  summary into a question.
• Use these questions to guide your reading.

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SQ3R
1st RRead Read the section you have surveyed,
using your questions as a guide.
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SQ3R

• 2nd RRecite
• Restate the main points and supporting details in
  you own words while you read.
• Mark the text to indicate main points,
  definitions, characteristics, examples, and
  conclusions.
• Use numbers to indicate important series of
  information.
• Take notes in the margins.

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SQ3R
3rd RReview At the end of your study period,
review the material you have covered using your
notes, outline, or marked portions of the text to
see how much you can remember. Several periods
of study spaced over time will help you retain
information more effectively than one long period
of study just prior to an exam.
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SQ3R

• Final Tips Reminders
• Note the differences in textbooks from discipline
  to discipline.
• Schedule reading time
• Preview assignment
• Read with a purpose
• Write and talk to improve comprehension Use your
  voice
• Read in several short periods of time