© 2010 Wadsworth, Cengage Learning Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Chapter Summary Other Focus TV Focus TV Chapter 8: Reading and Studying © 2010 Wadsworth, Cengage Learning

You’re About to Discover… Why reading is important Why reading is important How to engage in focused reading How to engage in focused reading How to tackle reading assignments as an ESL student How to tackle reading assignments as an ESL student What metacognition is and how it can help you What metacognition is and how it can help you How to become an intentional learner How to become an intentional learner Why learning is greater than the sum of its parts Why learning is greater than the sum of its parts

© 2010 Wadsworth, Cengage Learning Who Needs to Read? Why Is Reading Important? Focus TV: Focus TV: Reading © 2010 Wadsworth, Cengage Learning

Read Right! 1. Understand what being a good reader is all about. Chapter Exercise Chapter Exercise p p Take stock of your own reading challenges. 3. Adjust your reading style. 4. “Converse” with the author. Focus is the key. Understanding is the goal; not speed. Physical and psychological factors affect reading. Assessing your own challenges is important Judge how to read by what you need. Know when to” taste,” and when to “digest.” Question the author as you read. Keep your own commentary on the text.

© 2010 Wadsworth, Cengage Learning Read Right! 5. Dissect the text. 6. Make detailed notes. 7. Put things into context. Chapter Exercise Chapter Exercise p. 179 p. 179 Cut up the text; try putting it into your own words. Write ‘what’ and ‘why’ statements in the margins. Find the main points. Write it down to help remember it later. Reading requires ‘cultural literacy.’ Authors assume a common ground.

© 2010 Wadsworth, Cengage Learning Read Right! 8. Don’t avoid the tough stuff. Reading in college includes complicated sentences. Reading aloud will help you work through difficult texts. A common approach to reading is called SQ3R: Survey: Skim to get the lay of the land quickly. Question: Ask yourself what, why, and how questions. Read (1): Read the entire assignment. Recite (2): Put what you’re reading into your own words. Review (3): Go back and summarize what you’ve learned. Chapter Exercise Chapter Exercise p. 183 p. 183

© 2010 Wadsworth, Cengage Learning Read Right! 9. Learn the language. 10. Bring your reading to class. 11. Be inventive! 12. Make friends with your dictionary. Every discipline has its own vocabulary. Pay attention to the perspective and priorities of each discipline. Instructors may use or refer to the text in class. Bring up the reading in class and ask questions. Write down unknown words or phrases. Try to guess the meaning from context. Invent strategies that work for you! Make it applicable to your learning style. “I just got out of the hospital. I was in a speed-reading I was in a speed-reading accident. I hit a bookmark.” accident. I hit a bookmark.” Steven Wright, comedian Steven Wright, comedian

© 2010 Wadsworth, Cengage Learning Control Your Learning p. 182

© 2010 Wadsworth, Cengage Learning Meta-what? Metacognition, Reading and Studying Meta = About Cognition = Thinking and Learning Metacognition = Thinking about Thinking and Learning about Learning Metacognition: Knowing about yourself as a learner. Identifying learning goals and progress. Using your self-awareness to learn at your best. Chapter Activity Chapter Activity p. 183 p. 183

© 2010 Wadsworth, Cengage Learning Make a Master Study Plan 1. Make sure you understand your assignments. 2. Schedule yourself to be three places at once. 3. Talk through your learning challenges. 4. Be a stickler. 5. Take study breaks. 6. Mix it up. 7. Review, review, review!

© 2010 Wadsworth, Cengage Learning Make a Master Study Plan 8. Find a study buddy. 9. Estimate how long it will take. 10. Vary your study techniques by course content. 11. Study earlier, rather than later. 12. Create artificial deadlines for yourself. 13. Treat school as a job. 14. Show up.

© 2010 Wadsworth, Cengage Learning When the Heat Is On… 1. Triage. 2. Use every spare moment to study. 3. Give it the old one-two- three-four punch. 4. Get a grip on your gaps. 5. Cram, but only if it’s warranted. © 2010 Wadsworth, Cengage Learning

A Final Word About Studying © 2010 Wadsworth, Cengage Learning “Never regard study as a duty, but as the enviable opportunity to learn...” -Albert Einstein “Never regard study as a duty, but as the enviable opportunity to learn...” -Albert Einstein

© 2010 Wadsworth, Cengage Learning VARK Activity Exercise 8.4, p. 188

© 2010 Wadsworth, Cengage Learning Chapter 8: Exercises and Activities What is Your Reading Rate Marginal Notes Audio Summary of Chapter 8 Focus TV: Reading You Are What You Read! Chapter Exercise Chapter Exercise p. 179 p. 179 Chapter Exercise Chapter Exercise p p Focus TV: Focus TV: Reading Audio Chapter Summary Chapter Summary Back to Menu Back to Menu Chapter Exercise Chapter Exercise p. 183 p. 183 Chapter Activity Chapter Activity p. 183 p. 183 © 2010 Wadsworth, Cengage Learning Insight  Action C R: Where are Your Study Habits? 

© 2010 Wadsworth, Cengage Learning What is Your Reading Rate Exercise 8.1, p. 173+

© 2010 Wadsworth, Cengage Learning Marginal Notes Exercise 8.2, p. 179

© 2010 Wadsworth, Cengage Learning You Are What You Read Exercise 8.3, p. 183

© 2010 Wadsworth, Cengage Learning What are Your Study Habits? p. 183 CR

© 2010 Wadsworth, Cengage Learning Insight  Action p. 182 Gray.

© 2010 Wadsworth, Cengage Learning Chapter 8 Audio Summary

© 2010 Wadsworth, Cengage Learning FOCUS TV Reading Focus TV Focus TV Discussion ?s Back to Menu Back to Menu Back to Activities Back to Activities

© 2010 Wadsworth, Cengage Learning

Focus TV Discussion Questions 1.FOCUS correspondent Achilles Stamatelaky says that research shows that young people aren’t reading nearly as much as they used to. Do you agree? 2.According to Professor Gert Coleman, reading can be compared to eating. Reading short things online—like s and blogs—is like eating snacks. You don’t get the nutrition you (and your brain) need. What kinds of e- snacking that involves reading do you do on a regular basis—and how much do you consume? 3.Real reading, our expert says, requires focus. How do you sustain your interest when you read books, newspapers, or articles that take time? 4.Reading different things requires adjusting your speed and focus. Give an example of something you read today that passed through your mind quickly without having much impact. In fact, you might not remember exactly what you read; you just have a feeling that you read something from someone. Contrast that with “deep reading” you did today. How would you describe the differences between the two processes? 5. By the end of this episode, our correspondent “gets it.” What does he get?

© 2010 Wadsworth, Cengage Learning FOCUS on Community College Success An Interactive Teaching Tool FOCUS on COLLEGE SUCCESS CONCISE Edition Chapter 8 Constance Staley and Aren Moore F CUSPoints