© 2005 Pearson Education, Inc. publishing as Longman Publishers Chapter 2: Active Reading and Learning Efficient and Flexible Reading, 7/e Kathleen T. McWhorter

© 2005 Pearson Education, Inc. publishing as Longman Publishers In this chapter you will learn: 1.To read actively. 2.To develop critical thinking skills. 3.To improve your ability to concentrate. 4.To preview and predict before reading. 5.To develop guide questions. 6.To monitor your comprehension.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Reading Actively Before Reading: 1.Determine the subject of the material. 2.Determine how the material is organized. 3.Decide what you need to remember from the material. 4.Define your purpose for reading.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Reading Actively During Reading: 1.Identify what is important. 2.Determine how key ideas are supported. 3.Identify patterns of thought. 4.Draw connections between ideas. 5.Anticipate what is to come next. 6.Relate ideas to what you already know.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Reading Actively During and After Reading: 1.Identify the author’s purpose for writing. 2.Analyze the writer’s technique and language. 3.Evaluate the writer’s competence or authority. 4.Ask critical questions. 5.Evaluate the nature and type of supporting evidence.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Active Reading Active Readers… Read each assignment differently. Analyze the purpose of an assignment. Adjust their speed to suit their purpose. Question ideas. Compare and connect textbook readings with lecture content. Find out what an assignment is about before reading it. Keep track of their level of comprehension and concentration. Read, highlight, and mark key vocabulary.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Active Reading Passive Readers… Read all assignments the same way. Read an assignment because it was assigned. Read everything at the same speed. Accept whatever is in print as true. Check the length of an assignment before reading it. Read until the assignment is completed.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Levels of Thinking Remembering: Recalling information. Understanding: Understanding ideas. Applying: Applying knowledge to a new situation. Analyzing: Breaking information into parts. Evaluating: Making judgments; assessing the worth of information. Creating: Putting ideas together in a unique way; creating something new.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Improving Your Concentration: Control External Distractions 1.Choose a place to study that is relatively free from interruptions. 2.Choose a place free of distractions. 3.Do not study where you are too comfortable. 4.Study in the same place. 5.Choose a time of day when you are mentally alert. 6.Establish a fixed time for reading or studying.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Improving Your Concentration: Increase Your Attention Span 1.Set goals for yourself. 2.Read with a purpose. 3.Keep a distractions list. 4.Vary your reading. 5.Combine physical and mental activities. 6.Take frequent breaks. 7.Approach your assignment positively.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Monitoring Your Comprehension Cognitive monitoring means keeping track or being aware of what is happening mentally as you read. Slow or speed up your reading based on your comprehension. Watch for “comprehension signals” to know how to change your reading pace. See table 2.4 in your textbook for examples of comprehension signals.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Correcting Incomplete Comprehension 1.Analyze the time and place where you read. 2.Rephrase each paragraph in your own words. 3.Read aloud sentences or sections that are difficult. 4.Write a brief outline of major points of the article. 5.Reread difficult or complicated sections. 6.Highlight important ideas. 7.Slow down if you begin to lose comprehension. 8.Summarize each section.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Prereading 1.Read the title. 2.Read the introduction or opening paragraphs. 3.Read each boldface heading. 4.Read the first sentence under each heading. 5.Notice any typographical aids. 6.Notice any graphs or pictures. 7.Read the last paragraph or summary.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Why Prereading is Effective 1.Helps you become interested and involved in reading. 2.Gives you basic information about the organization and content of the article. 3.Allows you to read somewhat faster because the material is familiar. 4.Focuses your attention on the content of the article. 5.Provides you with a mental outline of material.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Making Predictions What clues does the author give? What will this material be about? What logically would follow? How could this be organized?

© 2005 Pearson Education, Inc. publishing as Longman Publishers Making Connections 1.Learning occurs more easily if you can relate new information to information already stored. 2.Tasks become more interesting and meaningful if you can connect them to your own experience or to a subject you have already learned. 3.Material is easier to learn if it is familiar and meaningful.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Draw on Prior Knowledge 1.Ask as many questions as you can about the topic and attempt to answer them. 2.Divide the subject into as many features or subtopics as possible. 3.Free associate or write down anything that comes to mind related to the topic.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Developing Guide Questions Turn the chapter titles and headings into questions that you try to answer as you read. Questions that begin with “what, why, or how” are useful. Questions that begin with “who, when, and where” are also useful.

© 2005 Pearson Education, Inc. publishing as Longman Publishers Summary Questions 1.What is involved in reading and learning actively? 2.What does active reading mean? 3.What academic thinking skills do your instructors expect you to possess? 4.How can you improve your concentration?

© 2005 Pearson Education, Inc. publishing as Longman Publishers 5.What is the purpose of comprehension monitoring? 6.Why are prereading and predicting useful activities? 7.How are guide questions helpful? 8.What is involved in learning actively? Summary Questions

© 2005 Pearson Education, Inc. publishing as Longman Publishers Critical Thinking Tip #2: Developing a Questioning Mind-Set 1.What does the writer expect me to understand after reading? 2.What is the writer leading up to? 3.How much and what kind of evidence does the writer offer in support of his or her ideas? 4.Why is this idea important? 5.How does this information fit with other things I am learning? 6.How can I use this information?

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