Workshop#9 Reading Part II Strategies on how to read for comprehension Presented by Garine Palandjian

Goals of workshop Develop an understanding of how information is organized while I read Identify reading strategies to help understand what I am reading How to use reading strategies with my assigned readings.

Agenda for workshop 1:00-1:30pm Theory of reading strategies 1:30-2:00pm Methodology of reading strategies 2:00-2:15pm Break 2:15-3:00pm Activity –Break into small groups with sample readings –Discuss reading in groups –Draft summary and share with group –Review process 3:00-3:30pm Final Wrap up “A very good place, to start!”

Theory on reading for comprehension

How readers process and store presented information Content Knowledge Connecting prior knowledge Construct + integrate Structural Knowledge Organization or arrangement of text (Cook & Meyer, 1983) Story -> Setting -> theme -> Plot -> resolution Process Knowledge How brain stores information Cognitive theory –“a reader comes to the reading task with a vast storehouse of existing knowledge.” (Cook & Meyer, 1983)

More on cognitive theory and reading comprehension Performance on quizzes and class discussions are dependent upon a person’s memory and comprehension, examining the way memory operates is imperative.”(Pelech & Hibbard, 2011, p. 100) Pelech and Hibbard (2011) refer to a study by Craik and Tulving, which finds “…the importance in the processing of information, not the structure of the memory. Subjects in their study who actively processed information remembered more than other subjects…(p. 100)”

Metacognitive Reading Theory According to Dolly (2004), metacognitive ready theory is “the importance of personal awareness and continuous regulation of cognitive behavior during the reading process.(p.53)” “proficient readers are purposeful and strategic” “seek to make meaningful connections in their reading” “requires readers to clearly identify reading purposes, identify relevant prior knowledge, identify important components of a message, selectively direct attention to the more important contents of a text…monitor content for consistency…” Knowing about knowing Dolly, D. R. (2004) Developing Metacognitive Reading Strategies with College Students. Language Arts Journal of Michigan. 20, 2, pp

“Too often, poor readers complete the reading assignment by decoding the words on the assigned text, but they have not understood.” (Dolly, 2004, p.53)

“strategic behavior has been shown to have links to higher achievement at the college level.” Studies of colleges students reading behavior: “students with higher grade point averages remembered establishing more reading goals to guide the reading assignment and used reading strategies more often than their peers with lower grade point averages.” (Dolly, 2004; Taraban, Rynearson & Kerr, 2000) Dolly, D. R. (2004) Developing Metacognitive Reading Strategies with College Students. Language Arts Journal of Michigan. 20, 2, pp “How does metacognitive behavior translate for the purposes of readers in college?” (Dolly, 2004, p. 53)

Agenda for workshop 1:00-1:30pm Theory of reading strategies 1:30-2:00pm Methodology of reading strategies 2:00-2:15pm Break 2:15-3:00pm Activity –Break into small groups with sample readings –Discuss reading in groups –Draft summary and share with group –Review process 3:00-3:30pm Final Wrap up

Methods and Strategies SQ3R The “I” Graphic Organizer Active reading Strategies

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Download Natural Reader Software Reads while you follow or read along Can convert to MP3 and have this on your headphones Can hear the correct pronunciation Change the speed of the reader (and voice)

Taking the SQ3R* Reading Method… a step further Survey – Looking through the pages, titles, section titles, etc. Question – Write questions to help guide you through your reading. FURTHER – What did you discuss in class, read in your last assignment and how does this text draw upon this or extend this information? *Adapted from: The Learning Centre, The University of New South Wales. [PDF document] Retrieved from:

Read – Read through the information without making notes/highlighting; then reread. FURTHER – Pay special attention to the structure of the text, introduction, first sentence and last sentence of paragraph, and extract main ideas. Recall – Write down what you remember about what you read. – Being able to write what you read into your own words helps you recall and relate to the text! FURTHER – Explain it to someone else; start a study team or find a study partner. Review – Read through your notes and questions *Adapted from: The Learning Centre, The University of New South Wales. [PDF document] Retrieved from:

The “I” Graphic Organizer How do I use this? Read section Determine the topic – if its given, just write in Main idea – in your own words, how would you explain what this section is about? Details – in your own words, what are the supporting details from this section? Summary – using this information, can you develop a short paragraph about this section? Do not use the text itself. Only refer to these notes. Details: Topic: Main Idea: Summary:

Think Aloud Comprehension Strategy: Monitoring YouTube Video A think aloud about Comprehension. Strategy: Monitoring Poetry, Dr. Baynum Professional Semester class. Retrieved from:

Active Reading Strategies Note-taking* Summarizing Underlining Highlighting Post-it notes (or stickies) Notes on edges of copies/book pages *“Note-taking activities may serve not only to focus attention but also to limit the amount of attention available during learning.”(Cook & Mayer, 1983, p.106)

Agenda for workshop 1:00-1:30pm Theory of reading strategies 1:30-2:00pm Methodology of reading strategies 2:00-2:15pm Break 2:15-3:00pm Activity –Break into small groups with sample readings –Discuss reading in groups –Draft summary and share with group –Review process 3:00-3:30pm Final Wrap up

ACTIVITY Break into small groups with sample readings Discuss reading in groups Draft summary and share with group Review process

Agenda for workshop 1:00-1:30pm Theory of reading strategies 1:30-2:00pm Methodology of reading strategies 2:00-2:15pm Break 2:15-3:00pm Activity –Break into small groups with sample readings –Discuss reading in groups –Draft summary and share with group –Review process 3:00-3:30pm Final Wrap up

Wrap Up Discussion What was the strategy you preferred using? What strategy gave you more insight? How did working in a group help, if at all? Other comments, questions, concerns, etc.

References Cook, L. K., Mayer, R. E. (1983). Cognitive strategy research: educational applications. M. Pressley & J. R. Levin (Ed.), New York : Springer-Verlag. Dolly, D. R. (2004) Developing Metacognitive Reading Strategies with College Students. Language Arts Journal of Michigan. 20, 2, pp Just, M. A. & Carpenter, P.A. (1980). A Theory of Reading: from eye fixations to comprehension. Psychological Review. 87, 4, pp Pelech, J. & Hibbard, S. T. (2011). Evaluating the effectiveness of reading strategies for college students: an action research approach. Journal of Research in Education. 21, 1 p The University of Tennessee, Student Success Center, The Learning Centre The University of Wales, Reading to remember the SQ3R method of study. Retrieved from: Ottawa Network for education, (2011).“Reading Tools and Strategies for Students”. Retrieved from: 10 Tips to Improve Your Reading Comprehension Improve Your Reading Part I. Retrieved from: