1. Level 1: Chapter 7

2.  Add more study strategies to a tutor’s repertoire of skills.  Be able to apply relevant skills to tutoring and academic work.

3.  Study skills take time and practice to develop and change  Every student is different. What works for one may not work for another.

4.  Study Strategies include, but are not limited to:  time management  memory/concentration  note taking  test preparation  test taking skills  reading comprehension  reading rate improvement

5.  Assess prior knowledge  Develop background experiences  Extend experiences when necessary  Introduce vocabulary words and concepts  Help students set purposes for the session

6.  Learning styles  Encourage students to take CAPSOL, a learning styles assessment test  Adapt tutoring styles to tutees’ learning styles  Use resources available in the Tutoring Lab

7.  Tutors should take the time to model, teach, or demonstrate the concepts and strategies being used.  Allow tutees to practice with some guidance, then give them an assignment to do alone.

8.  Reading  Break the material into chunks.  Set a purpose for reading each section.  Discuss each section before advancing to the next part.  Involve the student in a creative and personal way during or after reading.  Summarize what was read.  Identify a possible test question related to the material  Look at the boldface headings and create questions, then read to answer the questions.

9.  Read to the end of the sentence or paragraph to see if the meaning can be determined from the context.  Look for base words, prefixes, suffixes, and other ways to break the word into meaningful units.  Try to use phonics and sound it out.  Use a dictionary.  Ask someone.  Make a flashcard or a word list to review the word/concept later.

10.  KWL  What do I Know? ▪ List student’s knowledge before reading  What do I Want to learn? ▪ List things the student wants to or should learn while reading  What did I Learn from reading? ▪ List knowledge gained by the student from reading

11.  Graphic Organizers, Mapping, Semantic Maps, and Websites  Visual learners and students with reading difficulties may benefit from well organized information in these formats  Makes relationships between ideas easy to see  Inspiration: A program available in the Tutoring Lab to create graphic organizers for information

12.  Cloze Procedure  A test of reading comprehension in which the test taker is asked to supply words that have been systematically deleted from a text  Fosters the practical use of sentence context clues when a student comes to an unknown word.

13.  Predicting/Confirming  Students predict what they think will happen or be discussed, then read to confirm these predictions  Keeps students focused and actively involved in reading

14.  Formulate questions  Skim through the reading and create questions to answer while reading  Have the tutee discuss the answers to these questions after he/she reads  Can include other skills, such as determining what is fact and what is opinion

15.  Math/Science  Break the problem into components.  Does the student understand the symbols and the technical terminology?  Translate problems into English. Put problems into words to help the student understand what is being asked.  Equations and formulas should be studied in the same manner, by translating symbols into words.

16.  Perform opposite operations. If a problem involves multiplication, check the work by dividing; factor, multiply; square root, square; differentiate, integrate.  Analyze before finishing. Set up the problem before attempting to solve it. This may save time by allowing students to see computational short-cuts, such as canceling or combining like terms.  Draw a picture or use a chart to organize information. Sometimes a visual representation will clear a blocked mind.

17.  Estimate first. Estimation is a good way to double check the student’s work. Computational errors can be caught early if a student has an approximate answer in mind.  Check all work systematically. Was the problem read correctly? Was the correct formula or equation used? Is the answer in proper form?

18.  Encourage the student to respond to the lesson in order to reinforce comprehension  Give the student opportunities to apply what was learned to other situations  Urge the student to verbalize what was learned and what could be improved  Use the understanding and ideas gained from the lesson to move to new goals

19.  What are some strategies tutors can teach students to make them more proficient readers? Why is it being a proficient reader important in college?  What are some strategies tutors can teach students to help with math and science? Why are such skills important in college?