ENGAGING STUDENTS IN READING CRITICALLYHLT230 PRINCIPLES OF HUMAN NUTRITION & DEVELOPMENT

IDENTIFIED CRITICAL READING ISSUES IN HLT230

Students have difficulty synthesizing material versus copying

Students have difficulty writing “what they got out of it” versus simply repeating what the article states.

SOLUTION – TWO PRONGED APPROACH

Refine assignment prompts to offer students clear guidelines on focus, depth, and scope

Assist students with substantive reading comprehension and writing responses vs. surface or superficial comprehension and writing (critical reading strategy)

CRITICAL READING STRATEGY OVERVIEW

Step 1 – Assess prior knowledgeStep 2 – Skim the textStep 3 – Read the textStep 4 – Assess annotations, complete prewriting, & re-

read if necessary

PROCESS

Students were provided with: Instruction on how to determine prompt purpose (See next slide.) Step by step demonstration & instruction on using the strategy Demonstration of clustering / outlining strategy to organize ideas

Students applied the strategy

STUDENT REFLECTION PROMPT

This semester you learned a critical reading strategy to assist you with comprehension and assignment completion. In a well-developed paragraph of approximately 10 sentences explain how the strategy assisted your learning. If you used the strategy for reading assignments in other classes, please explain which classes and explain how it helped you achieve your reading and assignment purpose.

CONCLUSIONS: STUDENT REFLECTION ANALYSIS (N=13)

Overall positive reception to the strategy100% saw the value in using the strategyOver half indicated increased comprehension and improved

identification of detailsNearly 1/3 indicated they subsequently used this strategy in other

classesNearly 1/2 reported they would continue to use the strategyApprox. 70% reported being more engaged with the reading process

VALUE IN THE CONTENT AREASStryker’s Framework:What? Think and “READ” outside the box!

So What? Student efficacy Now What? Build it, and they will come…..