2. READING How to comprehend, retain and complete assignments better and faster

3. Knowing how to read can come in handy…. IT SAYS “YOU GO FIRST, DAVE.”

4. IN OUT HOLD

5. GET IT

6. EXPOSURE I finished most (skimmed) or ALL pages of reading

7. Books are very $$$$* so get your worth *Average price of a year’s worth of textbooks is $900

8. ATTENTION I was concentrating TURN ON YOUR RADAR!

9. I allowed enough time to really get it

10. IMPORTANCE!! I decided correctly which material was worth getting

11. IMPORTANCE … and might show up on tests

12. KEEP IT

13. IMPORTANCE!! I decided correctly it was worth keeping…

14. IMPORTANCE … and will show up on tests

15. TIMING I didn’t underestimate the time needed

16. TIMING I started early enough so I could keep enough

17. ORGANIZATION I was detailed enough (facts, events, statistics, names, dates, theories…)

18. ORGANIZATION An general enough (overviews, summaries, trends…)

19. not too little… “enough”: The “Goldilocks” Problem: NOT TOO MUCH… not too little…

21. ORGANIZATION I made connections (among text lessons, lectures and class discussion, and lab exercises…)

22. SHOW IT

23. through TESTS PAPERS PROJECTS PRESENTATIONS class participation…

24. Am I getting it? Or not???!!

27. POSITIVE & NEGATIVE COMPREHENSION SIGNS

28. The following are + (positive) and x (negative) signs that you’re “getting” it:

29. + If you understand why the material was assigned. syllabus

30. x If you can't figure out why the material was assigned or explain why it's important.

31. + If you can see where the author is going.

32. x If you feel as if you are struggling to follow the author and can't predict what will come next.

33. + If everything seems to fit and make sense – the ideas flow logically.

34. x If some pieces do not seem to belong-the material seems disjointed.

35. + If you can make connections among ideas.

36. x If you can't detect relationships - the organization is not apparent.

37. + If you can identify what's important.

38. x Nothing(!) seems important or Everything(!) seems important.

39. + If you feel comfortable with and/or have some knowledge of the topic.

40. x If the topic is unfamiliar but the author assumes you understand it.

41. + If you can express the main ideas in your own words

42. x If you have to reread and use the author's language to explain an idea.

43. + If you can read at a regular, comfortable pace.

44. x If you often have to slow down or reread.

45. + If you recognize most of the words or can figure them out from context.

46. x If many words are unfamiliar.

47. Finally, reading is an unusual and challenging mental activity:

48. Aoccdrnig to a rscheearch at Cmabridge Uinervtisy, it deosn’t mttaer in what oredr the ltteers in a wrod are!

49. The olny imprmoetnt tihng is that the frist and lsat ltteer be in the rghit pclae.

50. This is bcuseae the huamn mnid deos not raed errvey lteter by istlef, but the wrod as a wlohe.

51. When your textbook is a STRUGGLE

52. 1. Look for essential words 1. Look for essential words If you’re stuck on a paragraph, mentally cross out all the adjectives, prepositional phrases, and adverbs, and read the sentence without them.  Concentrate on the significant words, usually verbs and nouns.

53. 2. Read it aloud 2. Read it aloud Even though this slows you down to the rate of speech, it’s alive and active.  Read a passage aloud several times, each time using a different inflection, emphasizing a different part of the sentence.  Be loud and animated.

54. 3. Read it again, later 3. Read it again, later If you read an assignment and are completely lost, don’t despair.  After reading, leave it alone.  Sleep on it. Your mind will work on those concepts while you slack off. When you return to the assignment, you should see it with fresh eyes.

55. 4. Use an alternate text 4. Use an alternate text Read another book?!!! Well, sometimes the same concept can be understood better if you find it expressed another way.  Maybe a GRE, SAT, AP or GMAT prep book in the subject would condense or explain better.

56. 5. Hold a mini-review 5. Hold a mini-review Stop at the end of each paragraph, section or page and recite - in your own words – what you have read.  Or write a short summary, possibly in the margin of the text.

57. 6. Try to explain or teach It 6. Try to explain or teach It We often understand more than we think we do.  To get in touch with this ability, pretend it's clear as a bell and explain it to yourself, your study group or some other victim.  Write out your explanation as a potential essay question.

58. 7. Stand up! 7. Stand up! Try standing when you read, especially if you get stuck on a tough passage and decide to read it aloud.  Sometimes hearing the words makes them more understandable, and pacing back and forth can help to focus concentration.

59. 8. Use your instructor 8. Use your instructor Most teachers welcome the opportunity to work individually with students, which is why they have office hours…  Be very specific about your confusion.  Point out the paragraphs that you found toughest to understand

60. 9. Find a tutor 9. Find a tutor CUA peer tutors are students who were in your position not long ago and might even have had your professor and/or your text.  Tutors can give you a first-hand approach to a course and look at your situation from a student perspective.