Presentation on theme: "Effective reading strategies for study"— Presentation transcript:
1Effective reading strategies for study By Cindy WeeTe Puna Ako Learning Centre
2Objectives of this workshop identify common problems experienced in the area of reading for studyObjectives of this workshopidentify the reading skills you already have and extend thesediscuss techniques to improve your reading efficiency
4I 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
6academic reading The huge amount of reading that is expected The complex languageDifficult/new vocabularySometimes assumes the reader has a background knowledge alreadyCan be culturally specific
7Reading 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)
8Think of reading as communication and thinking. Searching for the answers while you read will result in more active reading.
10Active 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?
11Reading techniques How do you read….? A newspaper Unitec New ZealandReading techniquesHow do you read….?A newspaperA piece of 'junk’ mailA set of instructionsA novelDraw up a chart on the boardwe 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 fastJunk 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 = fastInstructions. Read carefully, in detail/ slowly so you can complete the task. Reading from start to finishNovel: Reading in detail start to finish. Whole thing. Review techniques – go to next slide
12We read different things in different ways. Unitec New ZealandWe 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 pageReviewScanning surveying, getting the big picture, looking for the key info, not reading the whole thingSkimming looking for main ideas, reading for the ‘gist’, skimming over the surfaceReading in detail read slowly, carefullyAnother ‘technique’ is also Skipping. Deciding to read something else first and then coming back to it or sometimes skipping it altogether.
13Skimming: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
14Reading in detail:Close reading, carefully and slowly by reading activelyRead text several timesRead with questions
15Skipping:. Too difficult. Not relevant. Reading Skipping: Too difficult? Not relevant? Reading another text first then coming back to it
16Why are you reading the material? Unitec New ZealandWhy 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 instructionsThe answer to this question will help you decide which reading techniques you should use.
17Main ideas or specific details Unitec New ZealandMain ideas or specific details
19Decide reading for main idea or specific details. Ability to read the main ideas and specific details helps you to understand the textDecide reading for main idea or specific details.Activity to do on what is the text doing?
20Steps when reading for study Unitec New ZealandSteps when reading for studyIdentify 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 firstsentence of every paragraphThink about how you will read the article:Scanning, skimming, reading in detail
21Steps when reading for study Unitec New ZealandSteps when reading for studyApproach your reading with questionsWhat 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?
22Read effectively Underline, highlight Unitec New ZealandRead effectivelyUnderline, highlightUse three different colours to highlight: the main ideas, the important details and new wordsMake notes in the textLook up difficult words (dictionary, internet)Refer to lecture notesSummarise out loud or in writingConsult with othersSkip things you don’t understand and return to them later
23Understanding 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.
24Signal words to help understand texts howeverdespitein spite ofalthoughbutwhereasshow contrast
25show similar ideas In addition Similarly Likewise As well as FurthermoreMoreoverNot only … butshow similar ideas
26To show supporting details For instanceTo illustrateIn other wordsThis is followed byIn that caseThe reason whyAs an exampleTo show supporting details
27Evaluating academic sources Unitec New ZealandEvaluating academic sourcesWhen evaluating a reading consider the following:- currency- scope (the range and extent the subject is dealt with / audience)- authority- accuracy- bias