1. Part One

2.  “The Stages of Reading” could be interpretted many ways. What stages or steps of reading do you do? What else can you think of? These can be related to articles, books, essays, short stories, or anything else.  Make a list with your group.

3. Before Preview Set goals Activate Schema During Predict Picture Relate Monitor correct After Recall React  Three THINKING Stages Compare this to pages 58-59 in our textbook

4.  When previewing, you assess three things ◦ The material ◦ Your knowledge of the subject ◦ Your goals for reading  We do this naturally with all kinds of new situations, but if we understand what we do, why we do it, and how we do it, then we can control it better and do it better. ◦ New textbooks ◦ New novel ◦ New Class ◦ New Party ◦ New videogame

5.  What is the topic of the material?  What do I already know about the subject?  What is my purpose for reading? ◦ Instrumental (what I have to do) ◦ Integrative (what I want to do)  How is the material organized?  What will be my plan of attack?

6.  Learning questions ◦ Look for these or make your own from the title.  Title ◦ Take a moment to think about what it means.  Introductory material ◦ Notice all that is there, and let it direct you  Subheadings ◦ Where do you see subheadings in each chapter of V & V?  Italics, boldface, and numbers ◦ These are special words to notice. You can add your own.  Visual aids or marginal notations ◦ Pictures, charts, captions, line numbers.  Concluding summary or review ◦ Use it before you start read to help you have some direction.

7.  Prior knowledge is the most important factor in reading comprehension. ◦ If you know little about a subject, it will be difficult to start, even if the language is easy. ◦ Add new ideas to your existing framework of knowledge ◦ Students often feel that Freshmen survey courses are more difficult that senior specialty courses.

8.  Skeleton of knowledge ◦ As your knowledge grows, your skelaton develops new arms, legs, fingers, etc.  Computer folder ◦ Inside the folders with further subfolders continue to grow. ◦ Sometimes you need new folders, sometimes the information in one folder gets bigger.

9.  It is the reader’s job to consider what she already knows about a subject and relate it to new material ◦ Good readers do this well. ◦ Writing helps! ◦ Intelligent people are able to access their schemas more quickly. ◦ Intelligent people can relate different parts of their schema together.  Most people know more than they think they know.

10.  Classes, textbooks, and teachers give students goals. ◦ Know intended reasons for the reading ◦ Get good grades ◦ Instrumental motivation  Create your own goals ◦ Can be the same as class/teacher goals ◦ Provides deeper reasons to read ◦ Makes reading more personally interesting ◦ Integrative motivation