Text Book Reading 1 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

Text Book Reading 2 Students report that they Read but do not recall, Read part of assigned work, or Don’t read at all.

Text Book Reading 3 Why don’t students read? No quizzes on the reading. Professor never talks about the reading assignment. Assignments too long.

Text Book Reading 4 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.

Text Book Reading 5 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

Text Book Reading 6 Semester Honors Dean’s List = Dean’s with Honors = President’s List = 4.0

Text Book Reading 7 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

Text Book Reading 8 Please take out a textbook.

Text Book Reading 9 So Many Textbooks... Natural sciences Foreign languages Math Literature History Primary sources

Text Book Reading 10 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

Text Book Reading 11 Survey an Individual Assignment Title Introduction Sub-headings Topic sentences Visual aids Chapter summary, discussion questions, etc.

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

Text Book Reading 13 Schedule Reading Time & Place Break the reading assignment into small, manageable chunks of text. Schedule reading time for each chunk. Identify reading location.

Text Book Reading 14 Ask Questions What do you already know about this topic? What information do you hope to learn? What do you think the author might say?

Text Book Reading 15 Read what comes at the end of the chapter: Chapter summary/highlights Discussion questions Chapter quiz Chapter vocabulary

Text Book Reading 16 Form Questions Turn each of the main points found in the chapter summary and sub-headings into a questions. Use these questions to guide your reading.

Text Book Reading 17 Read Read the assignment you have surveyed, using your questions as a guide.

Text Book Reading 18 Annotate Text Summarize main ideas Paraphrase definitions, theories, and examples List reasons, causes, or characteristics Look for relationships such as cause/effect, similarities/differences Circle unfamiliar terms

Text Book Reading 19 From Kosslyn, S.M., & Rosenberg, R.S. (2003). Fundamentals of Psychology: The Brain, the Person, the World. Boston: Pearson Education. p. P. 141

Text Book Reading 20 Review Notes & Check Knowledge Review your notes, outline, or marked portions of the text Test your comprehension.

Text Book Reading 21 Summary Note the differences in textbooks from discipline to discipline. Preview assignment. Schedule reading time. Form questions. Annotate text and talk to improve comprehension Test your understanding of information