1. CHAPTER ONE Becoming an Effective Reader PowerPoint by Mary Dubbé Thomas Nelson Community College Copyright © 2012 Pearson Education Inc. PART ONE A Reading System for Effective Readers 1 1

2. CHAPTER ONE In this chapter, you will learn to: Define prior knowledge. Discuss the three phases of the reading process. Describe and illustrate SQ3R. Explain your reading process. 1 1 2 2 3 3 Copyright © 2012 Pearson Education Inc. Chapter Outline and Learning Objectives 4 4

3. CHAPTER ONE Assess your comprehension of prior knowledge and the reading process. Evaluate the importance of prior knowledge and SQ3R. Activate prior knowledge and apply SQ3R to your reading process. Develop textbook skills. Ask and answer questions before, during, and after reading. 5 5 6 6 7 7 Copyright © 2012 Pearson Education Inc. 8 8

4. CHAPTER ONE Connecting to prior knowledge increases comprehension. Copyright © 2012 Pearson Education Inc. Define prior knowledge. 1 1 Prior Knowledge − the large body of information learned throughout a lifetime of experience Comprehension − an understanding of what has been read

5. CHAPTER ONE The Reading Process Survey Question Before Reading Read Annotate During Reading Recite Review After Reading Phase 1: Phase 2: Phase 3: SQ3R 2 2 Discuss the three phases of the reading process.

6. CHAPTER ONE Survey Skim for clues about the subject and organization. View : Copyright © 2012 Pearson Education Inc. Describe and illustrate SQ3R. 3 3 Before Reading Before Reading italic and bold type titles introduction headings pictures and graph first paragraph summaries questions SQ3R

7. CHAPTER ONE Question Ask questions before you read:  What is my reading plan?  What is the passage about?  How is the material organized?  What is my purpose for reading?  What do I already know about this idea?  What do I need to remember? Copyright © 2012 Pearson Education Inc. Describe and illustrate SQ3R. 3 3 Before Reading Before Reading SQ3R

8. CHAPTER ONE Read  Monitor your understanding:  Highlight key words and ideas.  Answer questions based on ideas in bold print.  Continue to ask questions:  Create questions based on the headings, subheadings, and words in bold type and italics. Copyright © 2012 Pearson Education Inc. Describe and illustrate SQ3R. 3 3 During Reading During Reading SQ3R

9. CHAPTER ONE (Annotate) Mark important information and restate ideas in your own words. Underline, circle, or highlight topics, key terms, and main ideas. Copyright © 2012 Pearson Education Inc. Describe and illustrate SQ3R. 3 3 During Reading During Reading SQ3R When we remove water from an aquifer or surface water body and do not return it, this is called consumptive use. A large portion of agricultural irrigation and of many industrial and residential uses is consumptive. Nonconsumptive use of water does not remove, or only temporarily removes, water from its source. Using water to generate electricity at hydroelectric dams is an example of nonconsumptive use. (examples) --Withgott and Brennan, Essential Environment, 3 rd ed., p. 259.

10. CHAPTER ONE Recite Think and Write  Connect to prior knowledge.  Form opinions.  Make changes based on new information.  Write about what you have read. Copyright © 2012 Pearson Education Inc. Describe and illustrate SQ3R. 3 3 After Reading After Reading SQ3R

11. CHAPTER ONE Review Copyright © 2012 Pearson Education Inc. Describe and illustrate SQ3R. 3 3 After Reading After Reading SQ3R Summarize Answer questions Review new words

12. CHAPTER ONE S: Survey by looking over the whole passage. Q: Question the selection using headings and subheadings. R : Read to answer questions, annotate, and adjust thinking. R: Restate ideas and make notes. R: Review by thinking about what you have read and written. Copyright © 2012 Pearson Education Inc. Describe and illustrate SQ3R. 3 3

13. CHAPTER ONE Copyright © 2012 Pearson Education Inc. Let’s Review! Assess your comprehension of the key reading concepts described in the chapter. 5 5

14. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 1. The understanding of information is called _______. A. comprehension B. passive learning C. prior knowledge D. the reading process

15. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 1. The understanding of information is called _______. A. comprehension B. passive learning C. prior knowledge D. the reading process 1 1 Define prior knowledge.

16. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 2. The large body of information that is learned throughout a lifetime of experiences is called _______. A. experiential learning B. passive learning C. prior knowledge D. the reading process

17. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 2. The large body of information that is learned throughout a lifetime of experiences is called _______. A. experiential learning B. passive learning C. prior knowledge D. the reading process 5 5 Assess your comprehension of prior knowledge and the reading process.

18. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 3. SQ3R is a reading process that _______. A. helps the reader define difficult vocabulary words B. involves memorizing content word for word C. contains three steps D. activates prior knowledge and offers reading strategies

19. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 3. SQ3R is a reading process that _______. A. helps the reader define difficult vocabulary words B. involves memorizing content word for word C. contains three steps D. activates prior knowledge and offers reading strategies 5 5 Assess your comprehension of prior knowledge and the reading process.

20. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 4. In SQ3R the first step stands for _______, which requires the reader to look quickly over the reading passage. A. skim B. summarize C. simulate D. survey

21. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 4. In SQ3R, the first step stands for _______, which requires the reader to look quickly over the reading passage. A. skim B. summarize C. simulate D. survey 3 3 Describe and illustrate SQ3R.

22. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 5. While surveying, the effective reader should look for clues about the _______. A. summary or conclusion B. hidden meanings C. subject and organization D. author’s biases

23. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 5. While surveying, the effective reader should look for clues about the _______. A. summary or conclusion B. hidden meanings C. subject and organization D. author’s biases 3 3 Describe and illustrate SQ3R.

24. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 6. Questions should be created from the _______. A. supporting details B. examples C. index D. concluding paragraph

25. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 6. Questions should be created from the _______. A. supporting details B. examples C. index D. concluding paragraph 3 3 Describe and illustrate SQ3R.

26. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 7. While reading, the effective reader should _______. A. summarize the important details B. annotate key words and ideas C. skim for surface information D. ignore headings and subheadings

27. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 7. While reading, the effective reader should _______. A. summarize the important details B. annotate key words and ideas C. skim for surface information D. ignore headings and subheadings 3 3 Describe and illustrate SQ3R.

28. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 8. Reciting involves _______. A. rereading again and again B. highlighting, underlines, and circling important words C. restating and/or writing the ideas in your own words D. ignoring information that doesn’t agree with what you already know

29. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 8. Reciting involves _______. A. rereading again and again B. highlighting, underlines, and circling important words C. restating and/or writing the ideas in your own words D. ignoring information that doesn’t agree with what you already know 3 3 Describe and illustrate SQ3R.

30. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 9. The reading process includes strategies _______. A. before reading, during reading, and after reading B. involved in SQ3R C. that require active readers to monitor and adjust their comprehension as necessary D. All of the above

31. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 9. The reading process includes strategies _______. A. before reading, during reading, and after reading B. involved in SQ3R C. that require active readers to monitor and adjust their comprehension as necessary D. All of the above 2 2 Discuss the three phases of the reading process.

32. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 10. Understanding the relationship of prior knowledge and SQ3R is important because _______. A. this helps a reader to skim instead of reading tedious textbooks B. reading then becomes an active process that enables the reader to achieve comprehension C. most students find textbook reading impossible D. then students won’t need to purchase textbooks 6 6 Evaluate the importance of prior knowledge and SQ3R.

33. CHAPTER ONE Copyright © 2012 Pearson Education Inc. 10. Understanding the relationship of prior knowledge and SQ3R is important because _______. A. this helps a reader to skim instead of reading tedious textbooks B. reading then becomes an active process that enables the reader to achieve comprehension C. most students find textbook reading impossible D. then students won’t need to purchase textbooks 6 6 Evaluate the importance of prior knowledge and SQ3R.

34. CHAPTER ONE Copyright © 2012 Pearson Education Inc.34 For more practice, connect to www.myreadinglab.com.www.myreadinglab.com See page 33 of The Effective Reader, 3 rd edition, for specific activities related to Chapter 2.