SOME FUN WITH YOU-TUBE Do you see any technical problems with the way this man approaches reading a textbook?

Strategies for reading in Allied Healthcare: Stages to the Reading Process How can I read and understand a difficult healthcare textbook???

Wake up your brain: BECOME AN ACTIVE READER! Your brain needs to be ready to think when you read! It should actually travel through 3 thinking stages.

Reading to Learn Understand the Reading Process Before: PREVIEW During: CONNECT KNOWLEDGE After: RECALL & REFLECT

What will be your plan of attack? Something to keep in mind: The more information you have about the material before you read, the more focus and comprehension you’ll have when you do read!

STAGE 1: PREVIEW BEFORE READING Survey the textbook (Text Preview) Survey individual chapters/sections (Textbook Study System--SQ3R)

GET TO KNOW YOUR TEXTBOOK A textbook may not be the easiest of books to read, but it is the most predictable. It’s organized with many tools for assisting you in understanding and learning. Become familiar with your course textbook – know how it’s organized.

PREVIEW the textbook! at Title of text Author Publication date Preface or Forward Study Tools: Table of Contents? Appendix? Index? Glossary? Charts, Graphs, Pictures? Diagrams? all the key parts!

NEXT, LOOK AT A CHAPTER: Does it have any reading aids? Introduction? Chapter Summary? Learning Objectives? Headings/Subheading? Study Questions? Charts, Maps, Graphs? Supplementary Readings? Author’s Notes? Additional References? What about the Page Layout? Boldfaced/italicized print? White space? Clear print?

IF YOU’RE FAMILIAR WITH THE TEXTBOOK, THEN – YOU’RE READY TO START LEARNING!

Let’s Try! Preview a Healthcare textbook

Stage 1: Preview to Prepare to Read a Chapter BEFORE you read Predict – what will it be about? Get an Overview of the material Establish a Purpose (Intent) Activate your Schema ( what do you already know?)

Preview the chapter ! Look at the key parts of the reading material! Chapter Title, subheading First Paragraph ( introduction ) Last Paragraph ( summary ) Headings & subheadings First Sentences Boldface, Italics Print Charts, graphs, tables Questions at end?

NOW, TURN ON YOUR MEMORY by asking yourself questions: How long is the chapter? What parts of the chapter seem most important? Do I need to read everything with equal care? Can I skip some sections?

Questions prepare your brain What is the topic of the chapter? What does the title suggest? What do the subheadings, italics, and visuals suggest? What do I already know? Is this a new topic? Is it related to something I have already learned? What is my purpose for reading? What will I need to know when I finish? How is the material organized? What is the general outline or framework of the material?

Stage 2 – D URING R EADING Connect Knowledge Actively read! Seek - answers to your questions Picture – visualize; create a picture in your mind. Relate – connect with ideas you already know. Monitor – become aware of when you stop understanding what you are reading and why Correct – get back to concentrating and understanding

Stage 2: During Organize the Information: Annotate ( mark the textbook, highlight, make margin notes – be selective ) Use Post-it Notes Make Concept Cards (notecards) Create Maps/Charts Take Cornell Notes take notes

PARIETAL BONESPARIETAL BONES MAPPING: USING VISUAL NOTETAKING PARIETAL BONESPARIETAL BONES CRANIAL BONES FRONTAL BONES OCCITPITAL BONE ETHMOID BONE SPHENOID BONE Parietal Bones TEMPORAL BONES

Stage 3 – A FTER R EADING Recall – Keep Thinking ! Review–Recap what you learned Cover over answers to Cornell Notes and check recall of material Reflect and Relate: does the information show causes & effects, compare & contrast of ideas, how to apply the new ideas?

Use a study reading strategy: SQ3R SQ3R follows the reading process Survey - preview Question – turn the headings into questions. Read – one section at a time Recite – take notes! Review – go over your notes, think about the information.

Summary Points : 1. THERE IS A THINKING PROCESS INVOLVED WITH READING – BEFORE, DURING AND AFTER 2. EFFICIENT READERS THINK ABOUT & EVALUATE THE SIGNIFICANCE OF WHAT THEY HAVE READ. CONNECT NEW IDEAS TO WHAT THEY ALREADY KNOW. ARE AWARE THAT THE MORE ideas or concepts THEY KNOW, THE EASIER IT IS TO READ and LEARN!

At Home: 1. Review your notes 2. Review the PowerPoint 3. Take the Study Skills Assessment 4. Write a Journal Entry 5. Make Concept Cards for medical terminology body parts 2. Write in your journal.