© 2004 Pearson Education, Inc., publishing as Longman Publishers Chapter 8: Learning From Textbooks Academic Reading, Fifth Edition by Kathleen T. McWhorter

© 2004 Pearson Education, Inc., publishing as Longman Publishers Learning Objectives: To become familiar with standard textbook format To use textbook features to facilitate learning To devise systematic approaches for textbook study To learn systematic retention and recall techniques

© 2004 Pearson Education, Inc., publishing as Longman Publishers Textbook Format Preface and Table of Contents - provide keys to the overall organization. Appendix, Glossary, and Index - organize and supplement the content.

© 2004 Pearson Education, Inc., publishing as Longman Publishers Textbook Learning Features Chapter Preview Chapter Objectives Chapter Outline Chapter Overview Marginal Notations Special-Interest Inserts

© 2004 Pearson Education, Inc., publishing as Longman Publishers Textbook Learning Features Review Questions List of Key Terms Chapter Summaries Suggested Readings or References When a text lacks a feature, construct it yourself. Prepare your own list of key terms or marginal notes.

© 2004 Pearson Education, Inc., publishing as Longman Publishers Textbook Learning Features - Chapter Overviews Before reading: –Activate prior knowledge through previewing. –Predict the thought pattern used. –Anticipate difficult sections. While reading: –Ask, What is important to learn? –Mark or underline key information. After reading: –Monitor your comprehension. –Immediately review material you cannot recall.

© 2004 Pearson Education, Inc., publishing as Longman Publishers Textbook Learning Features - Special-Interest Inserts Read the insert after you have read the text material. Determine the purpose of the insert and use marginal notes. Review for exams, especially if the instructor has mentioned them.

© 2004 Pearson Education, Inc., publishing as Longman Publishers Systematic Approaches to Textbook Reading SQ3R –Survey –Question –Read –Recite –Review

© 2004 Pearson Education, Inc., publishing as Longman Publishers Systematic Approaches to Textbook Reading Adapting SQ3R –to suit material example: Add a study the Sample Problems step in mathematics. –to suit learning style example: Tape record with the review step if you are auditory.

© 2004 Pearson Education, Inc., publishing as Longman Publishers Retention and Recall Strategies Periodic Review Thought Pattern Recognition Association of Ideas - connecting information to ideas you already know Visualization - creating a mental picture Mnemonic Devices Using Writing - underlining, highlighting, outlining, taking notes

© 2004 Pearson Education, Inc., publishing as Longman Publishers Retention and Recall Strategies Mnemonic Devices: –Rhymes such as Thirty days hath September, April, June, and November….. –Phrases such as ROYGBIV to represent the colors in the light spectrum (red, orange, yellow, green, blue, indigo, violet)

© 2004 Pearson Education, Inc., publishing as Longman Publishers Summary Questions What are the features that textbooks can contain to help you learn information? What is the SQ3R system? How and why might you want to adapt the SQ3R system? What are additional strategies to ensure retention and recall?

© 2004 Pearson Education, Inc., publishing as Longman Publishers Read the biology articles and complete the activities following the selections. Do Animals Think? by Michael C. Mix, Paul Farber, and Keith L. King The Subject is Alex by Ken Kaufman