Student Learning Center Text Book Reading First-year Brockport students report almost unanimously that they are overwhelmed with both the volume and difficulty of their textbook reading assignments. Early Warning Advisement Survey

Student Learning Center Text Book Reading Read but do not recall Read part of assigned work Don’t read at all

Student Learning Center Text Book Reading Why don’t students read?  No quizzes on the reading.  Professor never talks about the reading assignment.  Assignments too long.

Student Learning Center Text Book Reading Why should students read?  Supplement class lecture and notes.  Prepare for class note-taking and listening.  Build on previous knowledge.  Read to learn, write to learn, talk to learn.  A positive correlation between reading and overall success in class

Student Learning Center Text Book Reading GradeLevel of AccomplishmentQuality Points AHighest Level of Work4.00 A-3.67 B+3.33 BBetter than Average Work3.00 B-2.67 C+2.33 CAverage Work2.00 C-1.67 D+1.33 D1.00 D-Minimum Level of Passing Work0.67 EFailing Work0.00

Student Learning Center Text Book Reading Semester Honors Dean’s List = Dean’s with Honors = President’s List = 4.0

Student Learning Center Text Book Reading Goals for Reading  Identify the most important points quickly  Distinguish between main ideas and details  Comprehend information quickly  Sort and situate information into memory  Review for exams efficiently

Student Learning Center Text Book Reading Take out a textbook.

Student Learning Center Text Book Reading So Many Textbooks... Natural sciences Foreign languages Math Literature History Primary sources

Student Learning Center Text Book Reading Survey the Text as a Whole title, author, date preface, introduction, purpose, thesis, approach table of contents, topics, subtopics, organization chapter highlights, summaries, study questions, appendices

Student Learning Center Text Book Reading Survey an Individual Assignment Title Introduction Sub-headings Topic sentences Visual aids Chapter summary, discussion questions, etc.

Student Learning Center Text Book Reading Sample a paragraph to assess the following: Your Interest & concentration span The rate at which facts are presented The difficulty of the text

Student Learning Center Text Book Reading Schedule Reading Time & Place  Break the reading assignment into small, manageable chunks of text.  Schedule reading time for each chunk.  Identify reading location.

Student Learning Center Text Book Reading Questions  What do you already know about this topic?  What information do you hope to learn?  What do you think the author might say?

Student Learning Center Text Book Reading Form Questions  Turn each of the main points found in the introduction, sub-headings, topic sentences, or summary into a question.  Use these questions to guide your reading.

Student Learning Center Text Book Reading Read Read the assignment you have surveyed, using your questions as a guide.

Student Learning Center Text Book Reading Take Notes & Talk Restate the main points and supporting details in you own words while you read. Mark the text to indicate main points, definitions, characteristics, examples, and conclusions. Use numbers to indicate important series of information.

Student Learning Center Text Book Reading Review Notes & Check Knowledge Review your notes, outline, or marked portions of the text Test your comprehension.

Student Learning Center Text Book Reading Summary Note the differences in textbooks from discipline to discipline. Preview assignment. Schedule reading time. Form questions. Write and talk to improve comprehension Test your understanding of information