ENGAGING STUDENTS IN READING CRITICALLY HLT230 PRINCIPLES OF HUMAN NUTRITION & DEVELOPMENT
IDENTIFIED CRITICAL READING ISSUES IN HLT230 Students have difficulty synthesizing material versus copying Students have difficulty writing “what they got out of it” versus simply repeating what the article states.
SOLUTION – TWO PRONGED APPROACH Refine assignment prompts to offer students clear guidelines on focus, depth, and scope Assist students with substantive reading comprehension and writing responses vs. surface or superficial comprehension and writing (critical reading strategy)
CRITICAL READING STRATEGY OVERVIEW Step 1 – Assess prior knowledge Step 2 – Skim the text Step 3 – Read the text Step 4 – Assess annotations, complete prewriting, & re-read if necessary
PROCESS Students were provided with: Instruction on how to determine prompt purpose (See next slide.) Step by step demonstration & instruction on using the strategy Demonstration of clustering / outlining strategy to organize ideas Students applied the strategy
STUDENT REFLECTION PROMPT This semester you learned a critical reading strategy to assist you with comprehension and assignment completion. In a well-developed paragraph of approximately 10 sentences explain how the strategy assisted your learning. If you used the strategy for reading assignments in other classes, please explain which classes and explain how it helped you achieve your reading and assignment purpose.
CONCLUSIONS: STUDENT REFLECTION ANALYSIS (N=13) Overall positive reception to the strategy 100% saw the value in using the strategy Over half indicated increased comprehension and improved identification of details Nearly 1/3 indicated they subsequently used this strategy in other classes Nearly 1/2 reported they would continue to use the strategy Approx. 70% reported being more engaged with the reading process
VALUE IN THE CONTENT AREAS Stryker’s Framework: What? Think and “READ” outside the box! So What? Student efficacy Now What? Build it, and they will come…..