Critical Reading Strategies Handout

IMMACULATE HEART OF MARY COLLEGE – PARAÑAQUE
Dominic Savio Street Better Living Subdivision, Parañaque City

SENIOR HIGH SCHOOL DEPARTMENT
School Year 2022-2023
First Quarter/First Semester
English for Academic and Professional Purposes
7 Critical Reading Strategies Handout
1. Previewing: Learning about a text before really reading it.
Previewing enables readers to get a sense of what the text is about and how it is
organized before reading it closely. This simple strategy includes seeing what
you can learn from the headnotes or other introductory material, skimming to
get an overview of the content and organization, and identifying the rhetorical
situation.
2. Contextualizing: Placing a text in its historical, biographical, and cultural contexts.
When you read a text, you read it through the lens of your own experience.
Your understanding of the words on the page and their significance is informed
by what you have come to know and value from living in a particular time and
place. But the texts you read were all written in the past, sometimes in a
radically different time and place. To read critically, you need to contextualize,
to recognize the differences between your contemporary values and attitudes
and those represented in the text.
3. Questioning to understand and remember: Asking questions about the content.
As students, you are accustomed (I hope) to teachers asking you questions

about your reading. These questions are designed to help you understand a
reading and respond to it more fully, and often this technique works. When you
need to understand and use new information though it is most beneficial if you
write the questions, as you read the text for the first time. With this strategy,
you can write questions any time, but in difficult academic readings, you will
understand the material better and remember it longer if you write a question
for every paragraph or brief section. Each question should focus on a main
idea, not on illustrations or details, and each should be expressed in your own
words, not just copied from parts of the paragraph.
4. Reflecting on challenges to your beliefs and values: Examining your personal

responses.
The reading that you do for this class might challenge your attitudes, your
unconsciously held beliefs, or your positions on current issues. As you read a
text for the first time, mark an X in the margin at each point where you feel a
personal challenge to your attitudes, beliefs, or status. Make a brief note in the
margin about what you feel or about what in the text created the challenge.
Now look again at the places you marked in the text where you felt personally
challenged. What patterns do you see?
5. Outlining and summarizing: Identifying the main ideas and restating them in your
own words.
Outlining and summarizing are especially helpful strategies for understanding

the content and structure of a reading selection. Whereas outlining reveals the
basic structure of the text, summarizing synopsizes a selection's main
argument in brief. Outlining may be part of the annotating process, or it may be
done separately (as it is in this class). The key to both outlining and
summarizing is being able to distinguish between the main ideas and the
supporting ideas and examples. The main ideas form the backbone, the strand
that holds the various parts and pieces of the text together. Outlining the main
ideas helps you to discover this structure. When you make an outline, don't use
the text's exact words.
Summarizing begins with outlining, but instead of merely listing the main
ideas, a summary recomposes them to form a new text. Whereas outlining
depends on a close analysis of each paragraph, summarizing also requires
creative synthesis. Putting ideas together again -- in your own words and in a
condensed form -- shows how reading critically can lead to deeper
understanding of any text.
6. Evaluating an argument: Testing the logic of a text as well as its credibility and
emotional impact.
All writers make assertions that they want you to accept as true. As a critical
reader, you should not accept anything on face value but to recognize every
assertion as an argument that must be carefully evaluated. An argument has
two essential parts: a claim and support. The claim asserts a conclusion -- an
idea, an opinion, a judgment, or a point of view -- that the writer wants you to
accept. The support includes reasons (shared beliefs, assumptions, and values)
and evidence (facts, examples, statistics, and authorities) that give readers the
basis for accepting the conclusion. When you assess an argument, you are
concerned with the process of reasoning as well as its truthfulness (these are
not the same thing). At the most basic level, in order for an argument to be
acceptable, the support must be appropriate to the claim and the statements
must be consistent with one another.
7. Comparing and contrasting related readings: Exploring likenesses and

differences between texts to understand them better.
Many of the authors we read are concerned with the same issues or questions, but
approach how to discuss them in different ways. Fitting a text into an ongoing
dialectic helps increase understanding of why an author approached a particular issue
or question in the way he or she did.
Below are some strategies for active reading and studying. We hope it helps!
Learning Outcomes
 Students will learn what factors hinder reading efficiency and intervention
techniques to improve
 Students will learn techniques to improve their reading speed and
comprehension
 Student will learn to view reading as an active process
 Student will learn to use his/her textbook as an essential tool
 Student will understand different active learning methods and choose the best
one to fit the course (e.g. SQ3R)
Knowing what you need to get out of your reading will help you choose the
appropriate learning strategy and set your reading speed. The appropriate choice
helps to maximize comprehension and reading efficiency. Having a planned
reading schedule with realistic and attainable goals will ensure a successful
learning outcome. The plan must consist of organization, time management, an
understanding of what should be learned, consistent review and recall to monitor
comprehension, and a way to assess results (ability to fluidly recall information
presented in chapters read). An active reading method like SQ3R encompasses all
of the parts of the described plan. Before an active reading method can be learned
successfully, the reader must analyze their reading skills and rate.
There are many factors that contribute to slow reading speed. These factors may
point to reading problems that must be addressed before you can increase your
reading speed for maximum benefit. Three of the main factors that inhibit reading
efficiency are poor concentration, vocabulary, and comprehension.
Concentration
 Are you unable to concentrate for a specific block of time that allows you to
complete a task (e.g. reading a full text chapter)?
 Are you easily distracted by others while reading?
 Are you distracted by internal thoughts and your environment while reading?
If you answered yes to one or all of the above questions then concentration
may be an issue for you. To combat this issue you must:
 Break up your reading into small sections - the text naturally does this for
you by introducing each topic by heading. Read the first heading and turn
it into a question. For example, PHOTOSYNTHESIS. Turn this into the
question -What is photosynthesis? Now read that section. Periodically
evaluate if you are concentrating. If not, why and diffuse the situation. Are
you daydreaming? Stop the thought, refocus, and begin reading again. Are
you getting tired? Stand up and stretch or pace while reading. When you
are done with that section write down the answer to the question. Count
how many paragraphs you were able to read in the short period of time.
Keep yourself accountable for the time you use.
 Take breaks between reading sections. After each break try to recall what
was previously read before starting the new section. After practicing this
technique consistently, your ability to concentrate for longer periods of time
should increase.
The environment you create to study has a great impact on your ability to
concentrate.
 Where do you study?

 What type of environment allows you to stay focused?
 Do you have an organized process for studying?
Most students go to the library, to an extra classroom, or stay in their dorm

rooms to study but are these places the best for optimum concentration?
1. Are there numerous distractions where you study (e.g. television, play station,
telephone...)?
2. Is your study area organized or do you have to search for your texts,
assignments?
3. Is the chair you use uncomfortable or to comfortable?
4. Is the area quiet or to quiet (some need "white noise" in order to focus).
By answering these questions then making appropriate adjustments you are

creating a positive learning environment that supports your study and
concentration efforts.
Much like external factors, internal factors can also impede your concentration.
 Do you enjoy the subject you are studying

 Do you have personal issues that are taking over your thoughts?
 Do you have so much to do that you can't see the light at the end of the tunnel?
If the problems are so intrusive that you find yourself primarily concentrating on
them and they are impeding your ability to get things done then you should
immediately seek assistance through the appropriate resource (e.g. Counseling
Center, Health and Wellness Center...). Otherwise, creating a plan of action each
time you study will assist you in knowing what should be accomplished for that
study period.
 Make a list of assignments and break them up into blocks of time that allow for
maximum concentration yet don't overwhelm you.
 Study subjects that are the most difficult or that you have the least interest in
first. Each time you accomplish an assignment reward yourself by taking a
break, exercise, or visit a friend for a few minutes.
 Set goals that are realistic and attainable.
Vocabulary
The better your vocabulary the better understanding and recall of information
read. To improve your vocabulary:
 Read often and vary your reading material to give yourself a varied vocabulary
background.
 Read with a dictionary available. Do not assume you know the meaning of a
word! If you hesitate then look it up. Write the word on an index card and
create a file of new words learned each week. Write the definition in your own
words and create a sentence using the word that relates to your life. The more
you associate the word to your life the better the recall.
 Get a vocabulary calendar and learn a word a day! File the calendar pages in
your word file.
 Use the words each day in conversation.
Comprehension
The best way to know if you are comprehending material is to monitor your recall
as you read.
 Learn an active reading method to ensure you are staying engaged in the
reading process. The SQ3R method is described in later in this section
 Try to recite details and main ideas after each section. The more you can recall
the better the comprehension. If you find that you cannot recall much, break
your reading up into smaller sections using the subheadings and again recite.
Increase the section size as you see improvement. Remember, concentration
plays a large part in your ability to comprehend so assess your focus.
 Do not slow down your reading speed to try and compensate for lack of
comprehension. Research tells us that reading at a slower speed often interferes
with comprehension because it forces us to resort to word for word reading. Use
and index card or ruler as a guide to keep focused and your eyes moving.
 You should see improvement in comprehension as you learn to monitor your
recall, practice and develop the habit of active reading, and increase your
reading speed (next section).
Reading Speed
Increasing your reading speed can help you maximize your study time and
develop additional skills for better learning efficiency. In order for reading speed
to increase with effective results you must have the motivation to practice the
necessary techniques and the desire to improve. Once you understand your
present reading rate you can learn to increase your speed by practicing the hints
described below. These hints are not to be confused with speed reading
techniques that are best learned by taking a speed reading course for maximum
benefit.
 Understand that each type of reading demands a different reading rate. An

adventure novel may allow for a quick rate whereas a science text may demand
a steadier rate.
 Most individuals fixate on each word. To increase speed you should proactively
focus on 2-4 words at a time. For example: Increasing my/ reading rate will/
help me maximize/ my study time.
 The better your vocabulary, the better your recall, the faster you read, the
better your comprehension.
 Mouthing the words while you read slows down your reading speed because it
forces your to focus on each word rather than groups of words.
 Practice makes perfect therefore the more you read the more proficient you
become. Practice will increase speed, vocabulary, comprehension, knowledge
base...
 The type of reading you need to do dictates the reading rate. If you are reading
for detail you must read at a rate for comprehension. If you are reviewing,
reading for general main ideas then skimming and using a faster rate is
appropriate.
 To increase your speed you need to force yourself to read at a faster rate for
short periods of time. Use a card or ruler to guide your speed and focus on the
page. Go at a speed that is uncomfortable but you are still comprehending the
material. This must be practiced daily. After practicing the above for a few days,
retime yourself reading at an average rate and you should see a speed rate
increase. The rate increase will only continue if you practice this technique. If
you do not practice then your speed rate will revert back to your previous
"comfortable" rate. Remember to check for comprehension as your reading rate
increases to ensure that you are increasing at appropriate increments to
enhance learning.
 Try to avoid rereading. Pay attention to your concentration so that rereading
becomes unnecessary. Rereading is usually a habit formed from lack of
confidence in comprehension ability. If you practice the SQ3R method and
consistently recall and review while reading, the rereading habit will become
unnecessary.
 You should never read at a rate that is slower than your average rate. Research
shows a correlation between reading rate and comprehension. Slower speed
does not guarantee a better understanding of the material, in fact, research
implies that increasing the rate of speed often results in higher comprehension.
While you are increasing your reading rate, it is important to constantly
monitor your comprehension by periodically recalling details and main ideas to
ensure that you are not forcing a speed that might hinder rather than enhance
your reading efficiency.
SQ3R - SURVEY, QUESTION, READ, RECITE, REVIEW

This is an active reading method that, although will seem time consuming in the
beginning, will enhance your reading comprehension and learning efficiency
SURVEY
If it is a new book make sure you take a few minutes to look over the table of
contents. Bring your syllabus out and look to see how your professor broke the
book chapters up - is the professor following the format of the book or is he/she
changing how the order of the chapters will be read.
Survey the entire chapter before you start reading so that you become familiar
with what will be presented and how much time you need.
 Look at the title and all subtitles to know what the chapter is about and how it
is broken up into parts. Label major headings with Roman numerals and
subheadings with capital letters to show the relationship between topics.
 Look at the chapter outline - it is the blueprint to the chapter
 Look at the end of the chapter aids - questions, summaries... this will give you
an idea of what the author feels is important and help you select the main ideas
as you read
 Read the introduction and/or first paragraph first - this will tell you the
purpose of the chapter
 Read the last paragraph - this will summarize the key information
 Look to see how important terminology is presented (in bold, italic...). If there is
a lot of terminology you should bring out index cards and create a terminology
index as you read
QUESTION:
Before you begin reading, turn the subheadings into questions so that your mind
is actively looking for answers rather than passively reading along.
 Turn subheadings into questions

 Create questions from information printed in the margins
 Create questions for each graph presented
Try writing out the questions so that as you read you can periodically look at the
questions and stop to see if you can recall the information.
READ
Concentration and attention to detail are essential to active reading and
comprehension.
 You must locate the main idea of each paragraph

 Read the paragraph
 Identify the topic - usually the idea that is repeated once or twice
 Find the main idea - the sentence that summarizes the details
 Look for the supporting details: key words, small groups of words - make sure
the details refer to the same main point
 Now underline the main idea
 Write notes while reading. This is an additional step to SQ3R which would
change it to SQW3R
 Write notes in the margins of your book
 Write by filling in class notes
 Create new notes
 Create an index card file of terms, definitions, cycles...
 Write the answers to the questions you developed from the subheadings. You
have now developed a practice test for the chapter!
RECITE
While reading take time to paraphrase what you read out loud
 Assures that you comprehend what you are reading

 Helps avoid plagiarizing if writing a research paper
 Helps you remember the main idea and details or examples
 As you read try to associate read material with life experience for better recall
REVIEW:
Reviewing is a daily process. It is essential that this process take place in order
for true learning and comprehension of material to happen. The more you review
and recite the better the recall. It may seem like a tedious task but when this
process becomes a consistent study habit it actually makes your study time more
efficient. You will no longer cram for exams because you are starting the exam
process on the first day of class.
Review starts with organization. Make sure your binder starts with the syllabus
and all notes and handouts are inserted in date order.
 Review your notes and questions created for the chapter daily
 Review the highlighted areas of your text
 Review your comments you made in the text as you read
 Recite the main points of each section of the chapter
 Review your index card file
 Develop study aids like mnemonics for material you must memorize lists,
categories...
 Create an outline from your texts subheadings, your class notes, reading notes,
margin comments, and the questions you developed for each chapter. This will
act as a study guide for the exam. Recite the information daily to ensure
automatic recall and true learning. Make sure you recite the information in
your own words for better comprehension. Check and recheck the information
where you hesitate or aren't able to recall details.

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IMMACULATE HEART OF MARY COLLEGE – PARAÑAQUE

Dominic Savio Street Better Living Subdivision, Parañaque City

1. Previewing: Learning about a text before really reading it.

2. Contextualizing: Placing a text in its historical, biographical, and cultural contexts.

3. Questioning to understand and remember: Asking questions about the content.

As students, you are accustomed (I hope) to teachers asking you questions

4. Reflecting on challenges to your beliefs and values: Examining your personal

Outlining and summarizing are especially helpful strategies for understanding

7. Comparing and contrasting related readings: Exploring likenesses and

 Where do you study?

Most students go to the library, to an extra classroom, or stay in their dorm

By answering these questions then making appropriate adjustments you are

 Do you enjoy the subject you are studying

 Understand that each type of reading demands a different reading rate. An

SQ3R - SURVEY, QUESTION, READ, RECITE, REVIEW

 Turn subheadings into questions

 You must locate the main idea of each paragraph

 Assures that you comprehend what you are reading

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