Reading Strategies

Below are some strategies for active reading and studying - we hope they help!

Knowing what you need to get out of your reading will help you choose the appropriate learning strategy and set your reading speed. The appropriate choice helps to maximize comprehension and reading efficiency. Having a planned reading schedule with realistic and attainable goals will ensure a successful learning outcome. The plan must consist of organization, time management, an understanding of what should be learned, consistent review and recall to monitor comprehension, and a way to assess results (ability to fluidly recall information presented in chapters read).

Concentration

 Before an active reading method can be learned successfully, the reader must analyze their reading skills and rate.

• Are you unable to concentrate for a specific block of time that allows you to complete a task (e.g. read a full text chapter)?
• Are you easily distracted by others while reading?
• Are you distracted by internal thoughts and your environment while reading?

If you answered yes to one or all of the above questions then concentration may be an issue for you. To combat this issue you must:

• Break up your reading into small sections - the text naturally does this for you by introducing each topic by heading. Read the first heading and turn it into a question. For example, PHOTOSYNTHESIS. Turn this into the question: What is photosynthesis? Now read that section. When you are done reading, write down the answer to the question. 
• Periodically evaluate if you are concentrating. Are you daydreaming? Stop the thought, refocus, and begin reading again. Are you getting tired? Stand up and stretch or pace while reading. Count how many paragraphs you were able to read in a short period of time. Keep yourself accountable for the time you use.
• Take breaks between reading sections. After each break, try to recall what was previously read before starting the new section. After practicing this technique consistently, your ability to concentrate for longer periods of time should increase.

The environment you study in has a great impact on your ability to concentrate.

• Where do you study?
• What type of environment allows you to stay focused?
• Do you have an organized process for studying?

Most students go to the library, to a designated study space, or stay in their dorm rooms to study, but are these places the best for optimum concentration?

• Are there numerous distractions where you study?
• Is your study area organized, or do you have to search for your texts and assignments?
• Are the desk and chair you use comfortable or uncomfortable?
• Is the area quiet or busy?

By answering these questions, and then making appropriate adjustments, you are creating an environment that supports your study and concentration efforts.

Much like external factors, internal factors can also impede your concentration.

• Do you enjoy the subject you are studying?
• Do you have personal issues taking over your thoughts?
• Do you have so much to do that you feel overwhelmed?

If you find yourself primarily concentrating on the external factors, and they are impeding your ability to get things done, you should seek assistance from the appropriate resource (e.g. an advising office or health and wellness center). Otherwise, create a plan of action every time you study to help you figure out what you need to focus and work on.

• Make a list of assignments and break them up into chunks, so you do not feel overwhelmed and can concentrate.
• Study subjects that are the most difficult or you have the least interest in first.
• Each time you accomplish an assignment, reward yourself by taking a short break.
• Set goals that are realistic and attainable.

Vocabulary

The better your vocabulary, the better your understanding and recall of the information you read. To improve your vocabulary:

• Read often and vary your reading material (e.g. news articles, fiction, poetry, science journals).
• Look up words you do not know in a dictionary. Write the word and its definition on an index card or in a notebook. Create a list of new words each week and sentences using those words.
• Try to use the new words daily in conversation.

Comprehension

The best way to know if you are comprehending material is to monitor your recall as you read.

• Learn an active reading method such as the SQ3R (described later on this page) to ensure you are staying engaged in the reading process.
• Try to recite details and main ideas after each section. The more you can recall the better the comprehension. If you find you cannot recall much, break your reading up into smaller sections using the subheadings and recite again. Remember, concentration plays a large part in your ability to comprehend so assess your focus.
• Do not slow down your reading speed to try and compensate for lack of comprehension. Research tells us that reading at a slower speed often interferes with comprehension because it forces us to resort to word for word reading.
• You should see improvement in comprehension as you learn to monitor your recall, practice and develop the habit of active reading, and increase your reading speed.

Reading Speed

Increasing your reading speed can help you maximize your study time and develop additional skills for better learning efficiency. In order for reading speed to increase with effective results, you must have the motivation to practice the necessary techniques and the desire to improve. Once you understand your present reading rate you can learn to increase your speed by practicing the hints described below. These hints are not to be confused with speed reading techniques that are best learned by taking a speed reading course.

• Understand that each type of reading demands a different reading rate. An adventure novel may allow for a quick rate whereas a science text may demand a steadier rate.
• Most individuals fixate on each word. To increase speed you should proactively focus on 2-4 words at a time. 
• Mouthing the words while you read slows down your reading speed because it forces you to focus on each word rather than groups of words.
• The more you read, the more proficient you become at reading. Practice will increase speed, vocabulary, comprehension, and knowledge base.
• The type of reading you need to do dictates the reading rate. If you are reading for detail, you must read at a rate for comprehension. If you are reviewing and reading for general main ideas, then skimming and using a faster rate is appropriate.
• To increase your speed, you need to force yourself to read at a faster rate for short periods of time. Use an index card or ruler to guide your speed and focus on the page. Go at a speed that is uncomfortable, but you are still comprehending the material. After practicing for a few days, retime yourself reading at an average rate, and you should see a speed rate increase. The rate increase will only continue if you practice this technique daily. Remember to check for comprehension as your reading rate increases to ensure that you are increasing at appropriate increments to enhance learning.
• Do not read at a rate that is slower than your average rate. Research shows a correlation between reading rate and comprehension. Slower speed does not guarantee a better understanding of the material. In fact, research implies that increasing the rate of speed often results in higher comprehension. While you are increasing your reading rate, it is important to monitor your comprehension by periodically recalling details and main ideas.

SQ3R - SURVEY, QUESTION, READ, RECITE, REVIEW
 

SQ3R is an active reading method to enhance your reading comprehension and learning efficiency. 

For an overview, watch this short video about the SQ3R Method and how to use it, and check out the University of Pittsburgh's key points for the SQ3R Method.

SURVEY

If it is a new book, make sure you take a few minutes to look over the table of contents. Check your syllabus to see how your professor broke the book chapters up - is the professor following the format of the book or is he/she changing how the order of the chapters will be read.

Survey the entire chapter before you start reading so that you become familiar with what will be presented and how much time you need.

• Look at the title and all subtitles to know what the chapter is about and how it is broken up into parts. Label major headings with Roman numerals and subheadings with capital letters to show the relationship between topics.
• Look at the chapter outline - it is the blueprint to the chapter.
• Look at the end of the chapter aids such questions and summaries which will give you an idea of what the author thinks is important and help you select the main ideas as you read.
• Read the introduction and/or first paragraph first - this will tell you the purpose of the chapter.
• Read the last paragraph - this will summarize the key information.
• Look to see how important terminology is presented (e.g. in bold or italic). If there is a lot of terminology, you should use index cards to note the terminology as you read.

QUESTION

Before you begin reading, turn the subheadings into questions, so your mind is actively looking for answers rather than passively reading along. While you read, periodically look at the questions, and stop to see if you can recall the information.

• Turn subheadings into questions.
• Create questions from information printed in the margins.
• Create questions for each section.

READ

Concentration and attention to detail are essential to active reading and comprehension.

• Locate the main idea of each paragraph.
• Read the paragraph.
• Identify the topic - usually the idea that is repeated once or twice.
• Find the main idea - the sentence that summarizes the details.
• Look for the supporting details: key words, small groups of words - make sure the details refer to the same main point.
• Now underline the main idea.
• Write notes while reading. (This is an additional step to SQ3R which would change it to SQW3R.)
• Write notes in the margins of your book.
• Write by filling in class notes.
• Create new notes.
• Create an index card file of terms and definitions.
• Write the answers to the questions you developed from the subheadings. You have now developed a practice test for the chapter!

RECITE

While reading, take time to paraphrase what you read, and read out loud. Try to associate reading material with your life experiences for better recall. Paraphrasing and associating what you read...

• Assures you comprehend what you are reading
• Helps avoid plagiarizing if writing a research paper
• Helps you remember the main idea, details, or examples

REVIEW

Reviewing is a daily process. It is essential this process takes place in order for learning and comprehension of material to happen. The more you review and recite, the better the recall. When this process becomes a consistent study habit, it actually makes your study time more efficient. You will no longer cram for exams because you are starting the exam process on the first day of class.

Review starts with organization. Organize your binder with the course syllabus first, followed by notes and handouts in chronological order.

• Review your notes and questions created for the chapter daily.
• Review the highlighted areas of your text.
• Review the comments you made in the text as you read.
• Recite the main points of each section of the chapter.
• Review the notes on your index cards.
• Develop study aids like mnemonics for material you must memorize.
• Create an outline from your texts subheadings, your class notes, reading notes, margin comments, and the questions you developed for each chapter. This will act as a study guide for the exam. 
• Recite the information daily to ensure automatic recall and true learning. Make sure you recite the information in your own words for better comprehension. 
• Check and recheck the information where you hesitate or are unable to recall details.

Bibliography:

Bishop, Joyce, Carter, Carol, Kravits, Sarah Lyman. Keys To Success/Building Successful Intelligence for College, Career, and Life. (5th ed.), Pearson Education, Inc., Upper Saddle River, New Jersey

Bishop, Joyce, Carter, Carol, Kravits, Sarah Lyman. Keys To Effective Learning/Developing Powerful Habits of Mind. (4th ed.), Pearson Education, Inc., Upper Saddle River, NewJersey

Crawford, June. A College Study Skills Manual: Ten Tips for Academic Success, Cambridge Strafford, Ltd

De Sellers, Dochen, Carol, Hodges, Russ. Academic Transformation (1st ed.), Pearson Education, Inc., Upper Saddle River, New Jersey

Ellis, David B. Becoming A Master Student. (11th ed.), Houghton Mifflin Co. Boston, New York

Gardner, John N., Jewler, A. Jerome. Your College Experience/ Strategies For Success (1st ed.), Wadsworth Publishing Company, Belmont, California

Pauk, Walter. How to Study in College. (2nd ed.), Houghton Mifflin Co. Boston, New York

Smith, Laurence, Walter, Timothy. The Mountain is High Unless You Take The Elevator (1st ed.), Wadsworth Publishing Company, Belmont, California