Textbook Reading Workshop

1. Textbook Reading Workshop

2. 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

3. 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.

4. College Textbook Reading Why don’t students read? • No quizzes on the reading. • Professor never talks about the reading assignment. • Assignments too long.

5. 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.

6. Why read?

7. Why Read? Semester Honors Dean’s List = 3.40-3.69 Dean’s with Honors = 3.70-3.99 President’s List = 4.0

8. 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

9. SQ3R During this lecture, think about how you can adapt this reading strategy to the reading assignments from various disciplines.

10. SQ3R • S=Survey the Text • title, author, date • preface, introduction, purpose, thesis, approach • table of contents, topics, subtopics, organization • chapter highlights, summaries, study questions, appendices

11. SQ3R • S=Survey 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.

12. SQ3R • S=Survey the Assignment • Schedule your reading time. • Break the reading assignment into manageable chunks spaced over a few days or a few hours.

13. SQ3R • S=Survey the Assignment • Now survey the assigned chapter: • title • introduction • sub-headings • topic sentences • illustrations, charts, graphs, etc. • chapter summary, discussion questions

14. SQ3R • Q=Question • 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?

15. SQ3R Q=Question • 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.

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

17. SQ3R • 2nd R=Recite • 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.

18. SQ3R 3rd R=Review 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.

19. 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