1. Effective reading strategies for study
By Cindy Wee
Te Puna Ako Learning Centre

2. Objectives of this workshop
identify common problems experienced in the area of reading for study
Objectives of this workshop
identify the reading skills you already have and extend these
discuss techniques to improve your reading efficiency

3. Some reactions to reading academic texts

4. I feel tense when I’m feeling it’s not written for me
I feel tense when I’m feeling it’s not written for me...It’s like this is something I shouldn’t be reading. It’s like something that somebody else reads and not me. You know, like somebody else would understand this completely from start to finish and yet I don’t. I start to feel like the writing excludes me, because it’s not written in a style I would read or write every day.
Degree Student

5. “Just incredibly confusing…you’d just be reading and reading and nothing, nothing would be connecting. All I can liken it to is another foreign language…”
Degree student

6. academic reading The huge amount of reading that is expected
The complex language
Difficult/new vocabulary
Sometimes assumes the reader has a background knowledge already
Can be culturally specific

7. Reading is… A developmental process:
structure of what you’re reading (type of text)
how you’re reading it (the technique)
purpose of reading (looking for information, detail, biasness)

8. Think of reading as communication and  thinking.
Searching for the answers while you read will result in more active reading.

9. Have a questioning mind

10. Active reading Ask questions for example:
What’s the author main purpose?
What point of view has the author taken?
What kind of information is he using?
What are the main ideas, concepts?
How does the author come to the conclusion?

11. Reading techniques How do you read….? A newspaper
Unitec New Zealand
Reading techniques
How do you read….?
A newspaper
A piece of 'junk’ mail
A set of instructions
A novel
Draw up a chart on the board
we read different things in different ways. Knowing your purpose is really important. These are techniques you all have and it is about applying them and extending them in relation to your academic reading.
Newspaper: scanning – looking for key bits of info – headlines. Speed = very fast
Junk mail – skimming or scanning – depends on your purpose. Skimming to get an overview – getting the main ideas about the product. The gist of the info. Speed = fast
Instructions. Read carefully, in detail/ slowly so you can complete the task. Reading from start to finish
Novel: Reading in detail start to finish. Whole thing. Review techniques – go to next slide

12. We read different things in different ways.
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We read different things in different ways.
Think about your purpose for reading.
Scanning:
Looking for key information by searching key words, phrases.
Involves moving your eyes quickly down the page
Review
Scanning surveying, getting the big picture, looking for the key info, not reading the whole thing
Skimming looking for main ideas, reading for the ‘gist’, skimming over the surface
Reading in detail read slowly, carefully
Another ‘technique’ is also Skipping. Deciding to read something else first and then coming back to it or sometimes skipping it altogether.

13. Skimming:
Looking for the main ideas or reading to get the ‘gist’
Reading the title, subtitles, subheading and illustrations.
Reading the first and last paragraphs using headings

14. Reading in detail:
Close reading, carefully and slowly by reading actively
Read text several times
Read with questions

15. Skipping:. Too difficult. Not relevant. Reading
Skipping: Too difficult? Not relevant? Reading another text first then coming back to it

16. Why are you reading the material?
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Why are you reading the material?
- to learn new information
- to find information for an assignment
- to support an argument
- to get an overview of the topic
- to find particular facts or figures
- to answer particular questions
- to follow instructions
The answer to this question will help you decide which reading techniques you should use.

17. Main ideas or specific details
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Main ideas or specific details

19. Decide reading for main idea or specific details.
Ability to read the main ideas and specific details helps you to understand the text
Decide reading for main idea or specific details.
Activity to do on what is the text doing?

20. Steps when reading for study
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Steps when reading for study
Identify your purpose Why are you reading a text?
Preview the text Pay close attention to:
the title, author, abstract,
the introduction, the conclusion, headings, the first
sentence of every paragraph
Think about how you will read the article:
Scanning, skimming, reading in detail

21. Steps when reading for study
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Steps when reading for study
Approach your reading with questions
What am I trying to find out?
What do I need to know?
Exactly which parts do I need to read?
Think about what you are reading – ask questions:
What is the main point?
How does what I am reading relate to what I already know?
Do these ideas make sense in terms of my own life experience?
Do these ideas confirm or challenge my views?
Do I agree with what I am reading?
If not, why not?

22. Read effectively Underline, highlight
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Read effectively
Underline, highlight
Use three different colours to highlight: the main ideas, the important details and new words
Make notes in the text
Look up difficult words (dictionary, internet)
Refer to lecture notes
Summarise out loud or in writing
Consult with others
Skip things you don’t understand and return to them later

23. Understanding Signal words
signals emphasise a shift in thought, or a connection between one idea and another.
It helps the reader to follow the train of thought or connect the main ideas, giving a pattern to the text.

24. Signal words to help understand texts
however
despite
in spite of
although
but
whereas
show contrast

25. show similar ideas In addition Similarly Likewise As well as
Furthermore
Moreover
Not only … but
show similar ideas

26. To show supporting details
For instance
To illustrate
In other words
This is followed by
In that case
The reason why
As an example
To show supporting details

27. Evaluating academic sources
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Evaluating academic sources
When evaluating a reading consider the following:
- currency
- scope (the range and extent the subject is dealt with / audience)
- authority
- accuracy
- bias

28. Happy reading!