Text Book Reading

1
Text Book Reading

• 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

2
Text Book Reading

• Read but do not recall
• Read part of assigned work
• Dont read at all

3
Text Book Reading

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

4
Text Book 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.
• A positive correlation between reading and
  overall success in class

5
Text Book Reading
Grade Level of Accomplishment Quality Points
A Highest Level of Work 4.00
A- 3.67
B 3.33
B Better than Average Work 3.00
B- 2.67
C 2.33
C Average Work 2.00
C- 1.67
D 1.33
D 1.00
D- Minimum Level of Passing Work 0.67
E Failing Work 0.00
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Text Book Reading

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

7
Text Book Reading

• Goals for Reading
• Identify the most important points quickly
• Distinguish between main ideas and details
• Comprehend information quickly
• Sort and situate information into memory
• Review for exams efficiently

8
Text Book Reading

• Take out a textbook.

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Text Book Reading

• So Many Textbooks. . .
• Natural sciences
• Foreign languages
• Math
• Literature
• History
• Primary sources

10
Text Book Reading

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

11
Text Book Reading

• Survey an Individual Assignment
• Title
• Introduction
• Sub-headings
• Topic sentences
• Visual aids
• Chapter summary, discussion questions, etc.

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Text Book Reading

• Sample a paragraph to assess the following
• Your Interest concentration span
• The rate at which facts are presented
• The difficulty of the text

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Text Book Reading

• Schedule Reading Time Place
• Break the reading assignment into small,
  manageable chunks of text.
• Schedule reading time for each chunk.
• Identify reading location.

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Text Book Reading

• Questions
• What do you already know about this topic?
• What information do you hope to learn?
• What do you think the author might say?

15
Text Book Reading

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

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Text Book Reading

• Read
• Read the assignment you have surveyed, using
  your questions as a guide.

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Text Book Reading

• Take Notes Talk
• 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.

18
Text Book Reading

• Review Notes Check Knowledge
• Review your notes, outline, or marked portions of
  the text
• Test your comprehension.

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Text Book Reading

• Summary
• Note the differences in textbooks from discipline
  to discipline.
• Preview assignment.
• Schedule reading time.
• Form questions.
• Write and talk to improve comprehension
• Test your understanding of information