To improve your reading comprehension, use the
following 3-step process:
I. PREVIEW
·
Preview the textbook by looking through the table of contents to see how
the concepts are organized. Also,
look for any study aids, such as a glossary, answer key, questions at the end
of the chapters, etc.
·
Preview the chapter by spending 5-10 minutes scanning the following: headings, diagrams,
charts, terms in bold, questions at the end, summary, etc.
·
Think about what you already know concerning the topics in the chapter.
·
A preview can help build your interest and focus in the text, much
as a movie preview builds interest in a movie.
II. ACTIVE
READING
HOW TO READ:
·
Think of the paragraph or the section (3 or 4 paragraphs under a heading) as
your unit of meaning. Do not reread when you are confused about a word or
sentence; read on. The next
sentence will often clarify the meaning.
·
If
you are still confused at the end of a section or paragraph, stop at that point
to reread or to look up important, unfamiliar words.
·
For a science or technical book, think of the charts and diagrams as
the heart of the text, with sentences simply explaining what is presented visually.
HOW TO MARK TEXTBOOKS WITH MANY HEADINGS:
·
Turn the heading into a question and read that section to find the answer.
·
Stop
at the end of the section and ask yourself what’s most important that you
didn’t know previously. Either
write a note in the margin, highlight the important ideas, or do both.
·
Do not mark as you go or you will end up marking too much. Hold off marking until you finish
reading a paragraph or section.
·
Most students find that a combination of highlighting and notes in the
margin works best. Caution: when you do
highlight, mark words and phrases rather than whole sentences.
·
Number parts or items (for example, 3 parts of a definition, 4 causes of
something, 3 requirements, etc.).
·
Look at how other students mark their texts.
HOW TO MARK BOOKS THAT HAVE FEW OR NO HEADINGS:
·
Determine
your professor’s purpose in assigning the book (look at the syllabus or
ask). For example, the three
paperbacks in a history class may have been assigned so that you can learn how
historians work and think, not with the intention that you memorize dates.
·
Decide whether you should read the book quickly or more slowly. Ask the professor or simply note how many class meetings are
devoted to the book.
·
Stop at the end of each paragraph and ask yourself the main point. This will help you concentrate because you have something to
do besides moving your eyes across the page. In most cases, students do not highlight this kind of book,
preferring to write notes in the margin or brief notes in a notebook.
·
If
you use a notebook, do not stop to write at the end of each paragraph; hold off
until you have read a few pages.
·
If
you will be writing a paper about the book, include pages references in your
notebook entries.
III. REVIEW:
·
When
you come to the end of a chapter or reading session, spend 5-10 minutes
scanning back over the headings and your own markings.
·
Begin
to self-test if time allows.
(Turn a heading into a question and try to answer it; then look to see
if you are right.)
·
Compare
your marked text with your lecture notes.
·
Consider
forming a study group to discuss the material with others and to study
for exams.
AN ANALOGY FOR THE READING
PROCESS: TAKING A TRIP
Preview: Look at a map
before you go. You need to take a look at
the whole territory so you will understand how one part relates to the
others. You also need a sense of
what you should look for on your trip.
Active Reading: Take pictures as you
go. These “pictures” (your
highlighting or notes) will not show the entire trip but will act as “memory
pegs” to help you recall your trip.
Review: Look
over your “pictures” and recall your trip.
READING DIFFICULT BOOKS
·
Preview
your book by first reading a simplified version (a review book or outline book,
a high school text, an encyclopedia entry, etc.) For example, if you find that you’re having trouble reading
Kant, stop and read a brief summary of his ideas and then return to the
original text. This can help
tremendously.
·
If
a text is extremely difficult, read it twice rather than doing a single slow
reading. (If you read too slowly,
you may begin to lose sight of the major concepts.)
·
Try
reading aloud.
·
Get
help. Consult with your professor
or T.A., a tutor, or a fellow student.
·
For
a long-term solution, work on building your vocabulary. Take a vocabulary course (ASP 092), buy
a vocabulary book, write vocabulary cards, or read a more challenging newspaper,
such as the New York Times.