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Presenter: Trish Grega, Reading afprg@uaa.alaska.edu , 786-6859 College Preparatory & Developmental Studies Department, UAA CAFÉ Best Practices Seminar Series February 24, 2006. Reading Across the Disciplines: Enhancing Your Courses with Reading/Study Strategies. Agenda.

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Reading Across the Disciplines: Enhancing Your Courses with Reading/Study Strategies


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    1. Presenter: Trish Grega, Reading afprg@uaa.alaska.edu, 786-6859 College Preparatory & Developmental Studies Department, UAA CAFÉ Best Practices Seminar Series February 24, 2006 Reading Across the Disciplines: Enhancing Your Courses with Reading/Study Strategies

    2. Agenda I.  Introduction – • What Does the Research Say About College Reading Demands? • What Can We Do to Help Students Read Textbooks? II. Reading/Study Skill Strategies Before Reading During Reading After Reading III. Voluntary Surveys

    3. Problem Posting • Think, pair, share

    4. What New Students May Not Know… • Writing in textbooks • Study time required • Preparing for class • Notetaking • Campus Resources • Professors were students once

    5. What Does the Research Say About College Reading? • Engage with textbook • Explicit instruction • Modeling • Practice • Directed Activities

    6. What Can We Do to Help Students Read Textbooks? • Activate background knowledge • Frontload • Construct meaning • Engage with text • Read strategically – 3 stages

    7. Strategies Before Reading • Preview • KWL • SQ4R

    8. Strategies During Reading • Notetaking • Marking • Cornell Notetaking • Mapping • Conversation with Text • Journaling • Reciprocal Teaching

    9. Strategies After Reading • Student Generated Discussion Questions • Knowledge level (what the passage says) • Comprehension level (what it means) • Application level (how it relates to other knowledge • Text Search/Quote Sharing • Assessment and Review

    10. Summary of Effective Strategies for Students to Use for Textbook Reading • Answer instructor-provided questions • Ask and answer student-generated questions • Produce an outline or concept map • Write summaries of each section in the chapter • Use the SQ4R method: Survey the text, formulate questions, read, record notes, recite, reflect • Write notes that elaborate on the textbook: • a. Cornell method: one column for key words and concepts, a second column for comments, summaries. Useful for comprehension and later recall. • b. Double-entry method: one column/page for copied passage, adjacent column/page for personal reflections on the passage; useful for engaging with the text. • c. Textbook annotation processes • Write brief summaries in the text margins • List ideas (causes, effects, characteristics, etc.) • Identify examples in the margin (write “EX”) • Write key information on graphs and charts • Predict potential test questions • Call attention to confusion with a ? in the margin • Underline key words

    11. Wrap Up • Important points? • Squares with your experience? • Still rolling around in your head?

    12. Reading and Study Skills Campus Resources • College Preparatory and Developmental Studies Department • PRPE A070 Basic Reading • PRPE A076 Reading Strategies • PRPE A 107 Introduction to College Reading • PRPE A105 Intro to College Study Skills • PRPE A054 Learning Strategies • PRPE A075 Speed Reading • Advising and Testing Center • GUID A150 Survival Skills for College Students • Workshops