1. Chapter 9: Reading and Studying
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© 2010 Wadsworth, Cengage Learning

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

3. Challenge and Reaction
STEP 1
CHALLENGE FOCUS Challenge Case
Katie Alexander
STEP 2
REACTION What Do YOU Think? p
© 2010 Wadsworth, Cengage Learning

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

5. To Your Health
p. 199

6. Read Right! 1. Understand what being a good reader is all about.
Focus is the key.
Understanding is the goal; not speed.
2. Take stock of your own reading challenges.
Physical and psychological factors affect reading.
Assessing your own challenges is important
3. Adjust your reading style.
Judge how to read by what you need.
Know when to” taste,” and when to “digest.”
4. “Converse” with the author.
Question the author as you read.
Keep your own commentary on the text.
Chapter Exercise
p. 200

7. Read Right! 5. Dissect the text. 6. Make detailed notes.
Cut up the text; try putting it into your own words.
Write ‘what’ and ‘why’ statements in the margins.
6. Make detailed notes.
Find the main points.
Write it down to help remember it later.
7. Put things into context.
Reading requires ‘cultural literacy.’
Authors assume a common ground.
Chapter Exercise
p. 202

8. 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.

9. Read Right! 9. Learn the language. 10. Bring your reading to class.
Every discipline has its own vocabulary.
Pay attention to the perspective and priorities of each discipline.
10. Bring your reading to class.
Instructors may use or refer to the text in class.
Bring up the reading in class and ask questions.
11. Ask for a demonstration.
Request mini-lessons on difficult class readings.
Bring up the reading in class and ask questions.
12. Be inventive!
“Parents should play an
inestimable role in children’s
learning to read and learning
to love to read” Barbara Swaby
Invent strategies that work for you!
Make it applicable to your learning style.

10. Control Your Learning
p. 204

11. Build Your Reading Skills
What do you find most difficult about reading?
Determining what’s important?
Knowing which reading techniques work best for you?
Monitoring your progress as you read?
Understanding what you’re reading?
Making reading a priority?
Not skipping over parts you don’t understand?
Believing that you, as reader, are in control?

12. Put English Under the Magnifying Glass
Sounds
Syllables
Spelling
Vocabulary
Chapter Exercise
p. 208

13. Search for Clues: Develop Your Skills of Detection
Mom (noticing crumpled front end of the car): “Did you drive the car!?”
You: “Yes, I drove the car.” (Active voice, as in “I admit it.”)
Compare that answer with “Um, the car was driven [by me].”
(Passive voice, as in “the car was practically driving itself ”)
Chapter Exercise
p. 209

14. Stay on the Case: Put Clues Together
How do you find the main idea?
Look for hints that identify the topic.
Look for repeated words and phrases.
Look for sentences that summarize the passage.
Look for the author’s opinion.
How do you find evidence to support the main idea?
Find statistics, expert testimony, etc.
Find general themes after reading the passage.
Find how the passage overall relates to you.
Chapter Exercise
p. 210+

15. Learning Disability? Five Ways to Help Yourself

16. 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 Exercise
p. 212

17. How Do You Know When You’re Done?
Look at the range of students’ answers:
I just do.
I trust in God.
My eyelids get too heavy.
I’ve been at it for a long time.
My mom tells me to go to bed.
I understand everything.
I can write everything down without looking at the textbook or my notes.
I’ve created a practice quiz for myself and get all the answers right.
When my wife or girlfriend drills me and I know all the answers.
When I can teach my husband everything I’ve learned.
When I’ve highlighted, recopied my notes, made flash cards, written sample questions, tested myself, etc.

18. 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!

19. 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.

20. © 2010 Wadsworth, Cengage Learning
When the Heat Is On…
1. Triage.
Use every spare moment
to study.
Give it the old one-two-
three-four punch.
4. Get a grip on your gaps.
Cram, but only as the
very last resort.
© 2010 Wadsworth, Cengage Learning

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

22. © 2010 Wadsworth, Cengage Learning
Insight and Action
STEP 3
INSIGHT NOW What Do You Think?
Katie Alexander
STEP 4
ACTION Your Plans for Change p
© 2010 Wadsworth, Cengage Learning

23. Chapter 9 Audio Summary

24. FOCUS TV Reading Focus TV Discussion ?s Back to Menu
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25. Focus TV Discussion Questions
FOCUS correspondent Achilles Stamatelaky says that research shows that young people aren’t reading nearly as much as they used to. Do you agree?
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?
Real reading, our expert says, requires focus. How do you sustain your interest when you read books, newspapers, or articles that take time?
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?

26. FOCUS on Community College Success
F CUSPoints
An Interactive Teaching Tool
FOCUS on COMMUNITY COLLEGE SUCCESS
Chapter 9
Constance Staley and Aren Moore