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Chapter 7: Actively Read
Table of Contents
Chapter Overview............................................................................................................ 2
Learning Outcomes ......................................................................................................... 2
Chapter Outline ............................................................................................................... 3
Worksheets ..................................................................................................................... 3
Teaching Tips.................................................................................................................. 5
Feature Notes ................................................................................................................. 8
Personal Evaluation Notebook ................................................................................. 8
Peak Progress .......................................................................................................... 8
Think Creatively and Critically .................................................................................. 9
Leverage Your Learning ........................................... Error! Bookmark not defined.
Career in Focus ...................................................................................................... 11
Peak Performer Profile ........................................................................................... 11
Answers to In-Chapter Critical Thinking Questions ....................................................... 12
Review and Application Notes....................................................................................... 13
Case Study.................................................................................................................... 14
Discussion Questions .................................................................................................... 15
In-Class Activities .......................................................................................................... 16
Bonus Internet Exercises .............................................................................................. 19
Exercise 7.1: Reading to Complete Forms ............................................................ 19
Exercise 7.2: Reading in Your Major or Career ...................................................... 19
Additional Activities ....................................................................................................... 20
Additional Resources .................................................................................................... 20
Additional Reading ........................................................................................................ 21
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Chapter Overview
The significance of reading cannot be underestimated. This chapter discusses the
different kinds of reading and how other skills, such as researching, writing, and
following directions, build on reading skills. Ask students to examine how reading is
connected to other study skills, classes, and job success. Stress the importance of
knowing the purpose of reading for studying, enhancing classroom lectures, previewing
before lectures, understanding ideas, finding facts, memorizing formulas and data,
listing research questions, analyzing and comprehending difficult subject matter, or for
pleasure or entertainment. Do students make time to read for pleasure? How does
reading improve their writing skills? How does vocabulary sharpen thinking? This short
discussion can lead students into the different types of reading.
Although most students realize that reading is important, many resist improving their
reading skills. Some students may find reading to be a chore and complain that they
are slow readers or that they have no time to read. This chapter explores reading
challenges and ways to overcome them.
Learning Outcomes
Students will learn to:
• Identify the importance of active reading.
• Identify the differences in the various reading systems.
• Identify the various reading strategies
• Identify the various strategies for uilding a better vocabulary
• Identify the strategies for succeeding in a language course
• Identify the strateiges for reading technical material and manuals and
completing forms
• Identify strategies for overcoming reading obstacles
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Chapter Outline
1) The Importance of Active Reading
2) Reading Systems
a) The Five-Part Reading System
b) The SQ3R Reading System
3) Reading Strategies
4) Reviewing Strategies
5) Build Your Vocabulary
6) Manage Language Courses
7) Specialized Reading
a) Comprehending Technical Material
b) Reading Manuals
c) Completing Forms
8) Overcome Obstacles to Better Reading
a) Build a Better Reading Habit
b) Reading Difficulties
c) Create a Positive Attitude
Worksheets
7.1: Applying the ABC Method of Self-Management
Ask students to review the self-management box, and their shift perception to a positive
situation. After completing these exercises for each chapter, students should now find it
easy to dispel negative thoughts and replace them with positive self-talk and positive
imagery.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
This worksheet will help students develop the habit of outlining the material as they
read. Stress that information must be organized before it can make sense. An outline
improves understanding and comprehension.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Teaching Tips
SELF-MANAGEMENT:
Stress the importance of positive self-talk and self-management in overcoming the
frustration of reading overload. You might want to remind students that one of the big
differences between high school and college is the amount of required reading. Have
them visualize becoming effective readers. Have them write in their journals about a
time when they really enjoyed reading. Ask them how many are reading a book just for
the sheer pleasure of reading.
Also discuss the importance of students using their preferred learning styles when
reading. Visual students can concentrate on illustrations, and they can draw, use mind
maps, and visualize or create pictures when they read. Auditory students can record
their reading and listen to it. Kinesthetic students can read summaries in a group, read
while standing up, draw diagrams and mind maps, and take notes.
Reading Systems:
The Five-Part Reading System
Following a reading system will help students stay focused and improve their
concentration.
Discuss the five-part reading system: prepare; preview; predict questions; process
information; paraphrase and review.
Stress the value of previewing. Previewing a chapter by reading headings, questions,
and main ideas is crucial for overall understanding. It commits the reader to an attitude
of openness and purpose. Indicate that reading quickly helps keep your mind on track
and improves concentration and overall comprehension. Stress that reading rate
should vary according to purpose, degree of difficulty, and type of material. Ask
students to try previewing chapters for all their classes to find out if it improves their
understanding. It will also increase their efficiency in listening, note taking, memory
skills, and test taking. To practice processing, suggest concept maps, outlines.
Paraphrase your reading at routine intervals.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Reading Strategies
Help students make the connection between active reading and other study strategies.
Ask them what concepts and strategies from other chapters would be helpful. For
example, ask students how improving their time management and organizational skills
would help improve their reading; how creating a supportive study area and increasing
energy would improve their reading; how note taking and knowing their learning styles
would help them improve their reading; how creating a positive attitude would improve
their reading. Review with students the most helpful strategies for reading difficult
material. Suggest reasonable short breaks instead of long marathons. Also suggest
students time how long it takes to read one page of a text; this will help students budget
time blocks realistically.
Reviewing Strategies
Discuss with students the steps involved for reviewing and reflecting on their reading:
summarize in writing; summarize out loud; review and reflect; and read and review
often. You can also remind students that forming and working with a study team is
another effective way to review and study material.
Specialized Reading:
Comprehending Technical Material
If you have students in certain areas such as engineering, computer science, health
care or office management, you may want to bring in a professional to discuss the type
of reading that is typical. You can also bring in samples to show students or ask each of
them to bring in an example. Review tips with them.
Reading Manuals
Discuss the importance of digging out information, applying it, and teaching others in
their small groups.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Completing Forms
Discuss the types of forms students have been asked to fill out. Bring in a school form
that students are expected to complete. Note that the majority of forms are now found
and completed online.
Reading Difficulties
Stress the importance of eliminating distractions and setting a time frame for increasing
concentration. Find the balance between pace & understanding. For example, set the
timer for 30 minutes and concentrate on basic understanding and main points. Close
the book and write a brief summary. Mention that resources are available at school for
anyone who may have a reading challenge.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Feature Notes
Personal Evaluation Notebook
S-Survey
1. Organized Interests: Who Are They?
2. Interest groups
3. Interest groups: different kinds (examples) and opinions of their pros and
cons
4. Interest group; pluralistic society; public interest groups
Q-Question
5. How would you define “organized interests”? What are some examples of
organized interest groups?
6. What did early theorists say about the role of interest groups?
R-Read
R-Recite
R-Review
7. Student responses can be either yes or no.
8. Student responses can be either yes or no.
Heading 1 and 2
9. Responses are students’ personal reactions.
10. Responses are students’ personal reactions.
Peak Progress
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
You may want to ask students to bring in different textbooks, such as science,
mathematics, health, or sociology. Discuss the basic tips for highlighting main ideas,
supporting ideas, etc., but also the differences in textbooks. Discuss using note cards
for writing formulas, equations, and terms.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Do you think Evan’s last-minute strategy is an effective method of reading for class?
What important steps from the Five-Part Reading System might he end up skipping
for time’s sake?
It seems as if Evan is confusing “peak energy time” or being a night owl with
procrastination. He’s probably pushing it off until late at night because he’s waiting
as long as his can to tackle it, not because he thinks that’s the best time to do it.
(Considering he’s falling asleep, he should re-evaluate when his peak energy times
truly are and determine if there are better times in the day when he should be doing
his reading.)
Because he’s rushing through it, he’s not remembering it. He’s not taking the
time to prepare himself mentally and is diving in rather than previewing the material
to see what he may already know about it. By not previewing, he’s not formulating
questions about what will be covered—which is then answered when he reads. If
he’s half awake, he’s not processing the information and is probably not taking any
notes to help him make connections and for future reference. At this point, he’s not
making it to a point when he can effectively paraphrase and review. Essentially, he
hasn’t successfully completed any of the steps in the Five-Part System.
Does Evan really understand the purpose of reading assignments? If not, can you
explain it to him? How can he concentrate on reading and unplug periodically?
Evan is approaching his reading as a “task to check off” rather than the opportunity
to learn the material or to reinforce what he is learning in class, which is the point of
the reading assignments. To illustrate the point of the assignment, one could ask
him to summarize a few passages. it will rapidly become evident the alleged goal
was likely not achieved. Turning his phone off when he is reading so to not be
distracted would be the best course of action to “unplug”.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Career in Focus
Keeping Up-to-Date
What strategies might help an information technology specialist when reading technical
information?
An information technology specialist may benefit from skills such as the ability to read
quickly, scan, and comprehend material; the ability to concentrate and focus on detail;
and understanding technical vocabulary. Then they should put theory into practice as
quickly as possible.
Sonia Sotomayor
Books and other media not only offer opportunities for escape and personal reflection
but also allow us to see a different view of a particular occupation we may not have
seen before. When have you learned more about a career while reading a book or an
article?
Answers will vary according to students’ experiences. Ask students what kind of
research they did before choosing their current major. What impact might the media
have had on their impressions of the profession?
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Answers will vary but may include keeping a paperback novel or magazine hand to read
during a lunch break or between classes; or keeping a paperback near the bed to read
for a few minutes before sleeping.
2. How does outlining the main points help you improve your reading?
Organizing information in an outline creates order and understanding; it
increases reading comprehension. In addition, the physical process of writing
and organizing material helps you remember what you’ve read.
4. Explain how building your vocabulary can be important to your career success.
Answers may vary but reasons could include mastering any subject, improving
reading comprehension, understanding words encountered in a job, and
improving ability to communicate.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Case Study
Effective Reading Habits
The purpose of this case study is to show the importance of reading for school and job
success. Suggested answers follow.
In the Classroom
1. Chris should begin by creating a study area that is supportive. She should have
a comfortable, but straight-back chair and organized desk. Good posture will
increase energy. Reading in bed can put most people to sleep quickly. She
needs to stay alert and involved in the reading process. It might help to read for
pleasure, just to learn how enjoyable reading can be.
2. The most helpful reading hint is to preview the material first. Chris should read
actively and highlight important information.
In the Workplace
3. The same strategies for effective reading in the classroom work equally well in
the workplace. She might ask for advice from folks who excel at information
management. In addition, Chris should use time-management strategies. She
should assess her surroundings and create a supportive study and work area.
4. It would be helpful for Chris to have a reading system that becomes a habit. She
should prepare herself mentally and physically, preview the chapter, predict
questions, pick out key words, and paraphrase in her own words.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Discussion Questions
1. What are the key differences between comprehending and interpreting? What
skills are required for each? (LO 7.3)
Comprehension implies a grasp of presented facts. Interpretation means the
capacity to summarize the facts, and then use them to develop ideas of your
own.
2. List the tasks that can aid you in becoming an active reader. (LO 7.3)
Read out loud, standing up, talk with the author, highlight, integrate information
with your learning style, concentrate, illustrate the main ideas.
3. Considering your personal learning style, which reading strategy in this chapter
would be most useful to you? Explain. (LO 7.3)
A visual learner might benefit more from SQ3R; auditory and kinesthetic learners
might wish to adjust the Five Part system to their best advantage.
4. What reading strategies could you offer a friend who is required to take a survey
course in your major? (LO 7.3)
Prepare, preview, outline, summarize, create notecards, reflect on the material,
and teach it would all be invaluable in a survey course.
5. What actions have you taken in the past in order to increase your vocabulary?
Will these strategies be successful in college? (LO 7.4)
Answers will vary.
7. What is your favorite type of reading (fiction, newspaper, website, etc)? What is
your least favorite type of reading? How could you incorporate reading strategies
from your favorite type of reading into your least favorite type so that the
experience is more active and enjoyable? (LO 7.1, 7.3 and 7.7)
Answers will vary.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
In-Class Activities
3. Hand out an article of interest on an issue that is relative to students (i.e. use of
social networking sites, texting while driving, generational gaps, apathy among
college students, the environment, cyber-bullying). nytimes.com is a helpful
resource and offers many student-centered topics through their education-
learning network section for teachers. Ask them to use the SQ3R Worksheet
(see below) to illustrate their understanding of how to actively read.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Name of Article:
Source of Article:
SURVEY- What did you notice about the article before you started to read? What did
you notice- title, headings, visuals, bold/italics, maps or graphs, etc?
QUESTION- Before you start to read the article, what questions did you develop as you
surveyed the article and topic to be addressed?
READ- Describe your reading environment (where are you, is it quiet/loud, what type of
lighting do you have, how long it took you to read the article, where there any
distractions while you read?)
RECITE- Use the space below to summarize the main idea or points of the article.
What are the top three things you felt were the most important to remember and share
with others?
REVIEW- Describe at least one method you use to best help you to recall the main
points or ideas addressed in this article, as well as, academic material such as
textbooks or journal articles.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
4. Hand out a blank piece of paper and ask the student to put their initials on one
side of the paper and then have them write a struggle they have with reading on
the other side. Then ask the students to pass their response to the person on
their right and have that person write a solution, suggestion or words of
encouragement. After that person has offered their idea or solution, the paper is
then passed to the right again until at least 3 different students have responded.
The paper is then passed back to the appropriate student by the instructor.
What do you need to keep in mind or look for when reading advertisements?
Ask a representative from each group to discuss their findings and ideas with the
class.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
1. What information do you need to have before you begin filling out the form you
selected?
2. What specific reading strategies will you use in order to understand this form?
3. What vocabulary terms are unfamiliar to you? How will you learn them?
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Additional Activities
A note to the Instructor: These activities are exclusive to this manual and are
designed to meet the individual needs of your students. If applicable, these activities
can be assigned to pairs or groups of students.
Favorite Books
Have students think back on favorite books that they read as a child. Have them record
their earliest memories of being read to by their parents or attending story hour at the
library or school. What were their feelings about reading? Ask students if they like to
read. How often do they read for pleasure? If not often, why? If time is the issue, what
could they do to find time to read?
Additional Resources
On Campus: Students should go to the learning center and ask instructors for
assistance. Having a study partner or study team is effective for summarizing and
comparing reading assignments.
On the Internet:
Dictionary:
http://www.merriam-webster.com/
Study and reading tips:
http://www.niagara.edu/assets/Uploads/Quick-Tips-for-Better-Reading.pdf
http://www.niagara.edu/reading-resources/
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Additional Reading
Armstrong, W.H., & Lampe, M. W. Pocket Guide to Study Tips, 3rd ed., New York:
Barron’s Educational Series, 1990.
Cortina, Joe, Elder, J, and Gonnet, K., Comprehending College Textbooks, 2nd ed., New
York: McGraw Hill, 1992.
Gere, Anne R., & Jeffrey Carroll. Active Reader: Composing in Reading and Writing.
New York: Harcourt College Publishers, 1990.
Hickey, Jan. Strategy Tools for Active Reading. New York: Primus Custom Publishing,
1999.
Kuh, George D., et al. Student Success in College: Creating Conditions that Matter. San
Francisco: Jossey-Bass. 2005.
Lenier, Minnette and Janet Maker. College Reading with the Active Critical Thinking
Method, Vol. 2, 6th ed. Belmont, CA: Wadsworth Publishing Company, 1999.
Mather, Peter, and McCarthy, R., The Art of Critical Reading: Brushing up on Your
Reading, Thinking, and Study Skills. Boston: McGraw-Hill. 2005.
McWhorter, Kathleen T. Study and Thinking Skills in College. 2nd ed., New York:
HarperCollins, 1992.
National Endowment for the Arts. “To Read or Not to Read: A Question of National
Consequence.” March 2013.
Nielsen, J. “How Users Read on the Web.” Nielsen Norman Group (October 1, 1997),
http://www.nngroup.com/articles/how-users-read-on-the-web/ (accessed February 29,
2015).
Quinn, Shirley and Susan F. Irving. Active Reading. New York: Houghton Mifflin
Company, 1986.
Siegel, Daniel J. Brainstorm: The Power and Purpose of the Teenage Brain. New York:
Penguin Random House, 2015.
Sotiriou, Peter, E. Integrating College Study Skills, Belmont, Calif.: Wadsworth, 1984.
Taylor, Jill Bolte. My Stroke of Insight: A Brain Scientist’s Personal Journey. New York:
Viking Penguin, 2008.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
Chapter 7: Actively Read
Wood, Brittany; Mark S. Rea; Barbara Plitick; and Mariana G. Figueiro. “Light Level and
Duration of Exposure Determine the Impact of Self-Luminous Tablets on Melatonin
Suppression.” Applied Ergonomics 44, no. 2 (March 2013), pp. 237–40.
Wood, Nancy V. College Reading and Study Skills, 3rd ed., New York: Holt, Rinehart &
Winston. 1986.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
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tanakoita vakaumuksia, miten sitä jo muka oltiin suorilla ja selvillä
vesillä.
— Oli Helsinkiinkin.
— Ja muuannekin. Niinkö?
— Oli muuannekin.
— Minne muuanne?
Äänettömyys.
Äänettömyys.
Tämmöisessä tapauksessa — niitä oli ennenkin sattunut — ei
rankaiseminen tullut kysymykseenkään, asia jäi silleen enkä minä
päässyt käsiksi karkaamisen syihin enkä palaamiseenkaan.
Rivit luettuani muistin että Lilli oli saanut kirjeen muutamaa päivää
ennen karkaamistaan. Kun osoitekirjoitus muistutti hänen siskojensa
käsialaa, en tullut sitä avanneeksi, vaikka se kyllä joutui käsiin.
— Kuka on Tuupeli?
— Ja nyt sinä kerrot minulle kaikki mitä tiedät siitä tutusta pojasta.
Hän kertoi melko laveasti. Kertomatuulelle kerran jouduttuaan ei
hän enää malttanut lopettaakaan, ja minun oli helppo ohjata hänen
kertomahalunsa paluun syihin.
Mutta tulematta oli vielä lopullinen isku, ja niin kauan kuin se oli
tulematta, en minä oikein ymmärtänyt poikaa. Hän oli kuin
ristiriidassa itsensä kanssa. Toisin päivin kiltti, tarkkaavainen ja
huolellinen, ja sitte taas vaihteeksi tappelut, pään kallistelemiset ja
huolimaton käytös. Mutta niissäkin kaikissa oli jotakin voidetta, joka
vaikutti ettei niitä voinut milloinkaan ottaa täysin vakavalta kannalta.
Hänen häijyyksissäänkin kuvastui jotakin hänelle aivan omituista, ja
se omituinen oli useimmiten vallattoman iloisessa äänilajissa. Se oli
aivan kuin orkesterisoitossa joku heikko, mutta korvaa hivelevä
soolo, jonka ainoastaan musiikillisesti kehittynyt kuulee, mutta joka
silti on kaiken sielu. Tämmöisen soolon opin aina löytämään Lillin
elkeissä, joissa useinkin soi sekaisin monet kimeätkin torvet ja huilut.
Mutta siten oli laita. Keksin vakavuuden hänessä, vaikka hän vielä
koki näyttäytyä entiseltä. Hänen silmänsä olivat entisen kirkkaat, hän
oli kiltti ja häijy, huolellinen ja hutilus, mutta sitteki oli hän muuttunut.
Musta ja masentava ei ollut enää luontaista, se oli tekemällä tehtyä,
mutta vakavuus oli toisellaista, oli kuin pojan olentoon kuuluvaa.
Mitä piti minun vastata? Särkeäkö eräs taivas, joka vielä oli
ehjänä, taikka valehdella. Toinen tai toinen oli tehtävä. Oli kyllä tuttu
ilmiö minullekin se, että nainen ylhäällä alenee ja alhaalla ylenee,
mutta että nainen olisi pysynyt niin kirkkaan kehyksen ympäröimänä
pahantapaisen pääkaupunkilaispojan mielikuvissa, se oli toki
odottamatonta.
— Kaikki on hyvin.
— Kahdentoista.
— Toisella.
— Pohjanmaalta ovat.
Pistäysin usein pikku tupaan, jossa hän asui, ja joka kerta varoitin
tuvan emäntää pitämään Nyyriä ahkeraan silmällä. Siten kului
kuukausi eikä tapahtunut mitään mainittavaa.
Poika naurahteli.
— Onpahan vain.
— Ei ne ole löydettyjäkään.
— Milloin?
— Puhutko totta?
— Minkä suhteen?
— On tuo huomattu.