Efficient and Flexible Reading, 7/e Kathleen T. McWhorter Chapter 8: Learning and Retention Strategies Efficient and Flexible Reading, 7/e Kathleen T. McWhorter © 2005 Pearson Education, Inc. publishing as Longman Publishers.

In this chapter you will learn: © 2005 Pearson Education, Inc. publishing as Longman Publishers. In this chapter you will learn: To use textbook structure to guide your reading. To increase your retention and recall using new techniques and systems. To read scientific and technical material more efficiently.

Using the Organization of Textbook Chapters © 2005 Pearson Education, Inc. publishing as Longman Publishers. Using the Organization of Textbook Chapters Headings and Subheadings Study the entry for a chapter in the table of contents before beginning to read the chapter. Preread the chapter to get a more detached picture of its structure and focus. Use the chapter’s headings to identify its overall organizational pattern (see Chapter 5).

Using the Organization of Textbook Chapters © 2005 Pearson Education, Inc. publishing as Longman Publishers. Using the Organization of Textbook Chapters Textbook Learning Aids Learning Objectives Chapter Outline Chapter Overview Special Interest Boxes Marginal Notations Summary Vocabulary Lists Review Questions Discussion Questions Suggested Readings or References Glossary Appendix

Applying Effective Recall Strategies © 2005 Pearson Education, Inc. publishing as Longman Publishers. Applying Effective Recall Strategies Using Review to Increase Recall Immediate Review Periodic Review Why Review is Effective Review provides repetition. Review draws information together in a unified whole.

© 2005 Pearson Education, Inc. publishing as Longman Publishers. Aids to Recall Building an Intent to Remember: How important is this information? Will I need to know this for the exam? Is this a key idea or is it an explanation of a key idea? Why did the writer include this?

© 2005 Pearson Education, Inc. publishing as Longman Publishers. Aids to Recall Organizing and Categorizing: Information that is organized is easier to remember than material that is randomly arranged. Group or put similar items together.

© 2005 Pearson Education, Inc. publishing as Longman Publishers. Aids to Recall Associating Ideas: Connecting new information with what you already know. Finding a connection between the known and unknown allows retrieval of new information from memory along with the old.

© 2005 Pearson Education, Inc. publishing as Longman Publishers. Aids to Recall Using a Variety of Sensory Modes: Sense of touch Underlining Highlighting Note-taking Outlining Auditory Sense Repeating information out loud Listening to someone else repeat it

© 2005 Pearson Education, Inc. publishing as Longman Publishers. Aids to Recall Visualizing: Create a mental picture of what you have read. Visualize: Events People Processes Procedures

© 2005 Pearson Education, Inc. publishing as Longman Publishers. Aids to Recall Using Mnemonic Devices: Rhymes Acronyms Acrostics

The SQ3R System for Reading & Learning © 2005 Pearson Education, Inc. publishing as Longman Publishers. The SQ3R System for Reading & Learning Survey Question Read Recite Review

The SQ3R System for Reading & Learning © 2005 Pearson Education, Inc. publishing as Longman Publishers. The SQ3R System for Reading & Learning Survey Read Introductions Headings First sentences Last paragraph

The SQ3R System for Reading & Learning © 2005 Pearson Education, Inc. publishing as Longman Publishers. The SQ3R System for Reading & Learning Question Develop questions from the headings. What do you expect the material to answer?

The SQ3R System for Reading & Learning © 2005 Pearson Education, Inc. publishing as Longman Publishers. The SQ3R System for Reading & Learning Read Read the entire selection. Keep those questions in mind! Stop at the end of each major section to “recite.”

The SQ3R System for Reading & Learning © 2005 Pearson Education, Inc. publishing as Longman Publishers. The SQ3R System for Reading & Learning Recite After each section, stop reading and check to see if you can recall the answers to your questions.

The SQ3R System for Reading & Learning © 2005 Pearson Education, Inc. publishing as Longman Publishers. The SQ3R System for Reading & Learning Review Reread the headings and recall your questions. Check to see that you can still recall the answers.

How SQ3R Improves Your Reading Efficiency © 2005 Pearson Education, Inc. publishing as Longman Publishers. How SQ3R Improves Your Reading Efficiency It increases your comprehension. It increases your recall. It saves you valuable time by encouraging you to learn as you read.

Adapting SQ3R to Suit the Material © 2005 Pearson Education, Inc. publishing as Longman Publishers. Adapting SQ3R to Suit the Material In mathematics, you might add a “study sample problems” step. In literature, you might add a “reflect” step. In some textbooks you might need a “highlight,” “take notes,” or “outline” step.

Adapting SQ3R to Suit Your Learning Style © 2005 Pearson Education, Inc. publishing as Longman Publishers. Adapting SQ3R to Suit Your Learning Style Ask yourself: Does repeating things out loud help me to learn? Do organizational charts, lists, and diagrams help me to learn? Is writing and rewriting information a good way for me to learn? Does asking challenging questions and answering them help me to learn? Does writing summaries or outlines help me to remember information?

Reading Scientific/Technical Material © 2005 Pearson Education, Inc. publishing as Longman Publishers. Reading Scientific/Technical Material Read technical material slowly and carefully. Plan on rereading certain sections several times. Keep a notebook of significant information.

The Vocabulary of Technical Writing © 2005 Pearson Education, Inc. publishing as Longman Publishers. The Vocabulary of Technical Writing Keep a notebook or a notebook section for listing new words in each course. Use context clues to discover the definition of a new term. Use prefix-root-suffix learning. Pronounce each new term. Use the glossary in the back of your text. Consider purchasing a subject-area dictionary.

Illustrations in Scientific/Technical Books © 2005 Pearson Education, Inc. publishing as Longman Publishers. Illustrations in Scientific/Technical Books Refer back and forth between the text paragraphs and the illustrations. Study each illustration carefully. Test your understanding of an illustration by drawing and labeling your own illustration without looking at the one in the text.

Examples and Sample Problems in Scientific/Technical Books © 2005 Pearson Education, Inc. publishing as Longman Publishers. Examples and Sample Problems in Scientific/Technical Books Pay more attention to examples than you normally do in other textbooks. Be sure to work through sample problems. Use the problems at the end of the chapter as a self-test.

Critical Thinking Tip #8: Using Background Knowledge and Experience © 2005 Pearson Education, Inc. publishing as Longman Publishers. Critical Thinking Tip #8: Using Background Knowledge and Experience Ask yourself: What have I already read or seen that is related to this topic? Brainstorm. Spend two or three minutes thinking about or writing anything that comes to mind about your topic. Try to think of situations or examples from your own experiences that relate to the topic.

© 2005 Pearson Education, Inc. publishing as Longman Publishers. Summary Questions How are textbook chapters organized to help you learn? Describe the two types of review that you can use to increase retention. What other aids or methods can be used to increase your recall? What is the SQ3R system for reading and learning? What should be considered when adapting the SQ3R system? How does writing in the scientific/technical fields differ from that in other areas of study?

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