Gail Malone, Ph.D.Director, Teaching & Learning Center

South Plains College(806) 716-2240

gmalone@southplainscollege.edu

active reading skills for college success

Troy AndersonMarket Development Manager

Cengage Learning(248) 207-6649

troy.anderson@cengage.com

http://en.wikipedia.org/wiki/File:Mortimer_Adler,_1988.jpg

“Reading is a basic tool

in the living of a good life.”

- Mortimer J. Adler

In grades k – 3, a student learns

to read; in all the other grades, the

student reads to learn.

http://delightfulchildrensbooks.com/2012/05/14/learn-to-read/

http://blogs.orlandosentinel.com/entertainment_tv_tvblog/2010/10/george-clooney-to-nbcs-ann-curry-about-sudan.html

HAVE YOU HAD NONREADERS IN YOUR COLLEGE CLASSES?

What was the age of the youngest

person you have known to learn to read?

What was the oldest?

A student must be able to read correctly approximately

95% of the words in text in order to comprehend what is read.

Table 3

Variation in Amount of Independent Reading

Independent

Reading

Minutes Per Day

Words Read Per

Year

65.0 4,358,000

21.1 1,823,000

14.2 1,146,000

9.6 622,000

6.5 432,000

4.6 282,000

3.3 200,000

1.3 106,000

0.7 21,000

0.1 8,000

0.0 0

Cunningham & Stanovich (1999)

HTTP://WWW.VIRTUALSALT.COM/VOCABLST.HTM

The average child from a low-income family hears about 3 million words a year compared to 11 million from a middle-class professional family (Hart & Risley, 1995).

College students need about 11000 to

14000 root words (meter in thermometer

or centimeter).

Kindle Study @ South Plains College

the POWER of the spoken word . . .

Academic reading is an exercise that requires the reader to be able to interact with text in ways that will aid retention and understanding of the material.

Academic reading is an exercise that requires the reader to be able to interactwith text in ways that will aid retention and understanding of the material.

SQ3R (A System)

• Survey

• Question

• Read

• Recite

– Organize

– Test

• Review

SQ3R (A System)

• Survey

• Question

• Read

• Recite

– Organize

– Test

• Review

Interaction: Questioning for Deep Learning

Elaboration: How is this concept related to other concepts?

Distinction: How is this concept different from other concepts?

Personalization: How can I relate this to my own life?

Retrieval and Application: How am I expected to use or apply this concept?

Carol Dweck’s Growth Mindset

http://www.youtube.com/watch?v=ICILzbB1Obg

http://mindsetonline.com/

Carol S. Dweck, Ph.D., is one of the

world’s leading researchers in the field of

motivation and is the Lewis and Virginia

Eaton Professor of Psychology at Stanford

University

Growth

• Nothing ventured,

nothing gained.

• If at first you don’t

succeed, try, try

again.

• Rome wasn’t built in

a day.

Fixed

• Nothing

ventured, nothing

lost.

• If at first you don’t

succeed, you

probably don’t have

the ability.

• If Rome wasn’t built

in a day, maybe it

wasn’t meant to be.

The Fixed Mindset

• Will I succeed or fail?

• Will I look smart or dumb?

• Will I be accepted or rejected?

• Will I feel like a winner or a loser?

The Growth Mindset

• Based on the belief that your basic qualities are things you can cultivate through your efforts.

• Everyone can change and grow though application and experience.

The Fixed Mindset

• I’m a loser.

• I am better than he is.

• I am a bad wife.

• My partner is selfish.

• The fixed mindset gives everything a strong evaluation.

• Good things lead to a very strong positive label and bad things lead to a very strong negative label.

The Growth Mindset

• What can I learn from this?

• How can I improve?

• How can I do better?

• How can I help someone else do better?

• The growth mindset does not evaluate or judge.

• People with the growth mindset are attuned to implications for learning and constructive action.

The entire brain is an organ of emotion, and

emotion, reason and memory are all linked

together (Zull, p. 65).

Feelings affect reasoning and memory.

Feelings can help us remember and forget.

They are essential for reasoning and they can

hinder reasoning.

Learning depends on the feelings of

learners.

Beliefs are the key tohappiness (or misery).

Basis of cognitive therapy

ACTIVE LEARNING REQUIRES METACOGNITION

(Bransford, et al, National Academies, 2000)

Active Learning means helping students take control of their own learning

(p. 12)

SQ3R (A System)

• Survey

• Question

• Read

• Recite

– Organize

– Test

• Review

Recite

Stop frequently in the chapter to review. Talk aloud about what you have read and how the ideas relate to each other. Consider how the information relates to your own personal experience.

Organize/Conceptualize

Record important information: use margin notes, an outline, flash cards, concept map, notes – whatever works for you and the particular textbook you are reading. You may need to use more than one method of recording to get the information organized.

Concept Maps

SQ3R

Survey

Look things over, pictures, tables,

etc.

Pay attention to bullets

Question

What do you know and what do you need to know?

When you read, look for answers to

questions.

Read

Read as necessary, taking notes.

Recite

Talk aloud,

Use active learning strategies.

Review

As necessary, only if you can’t recite.

Concept Maps

SQ3R

Survey

Look things over, pictures, tables, etc.

Pay attention to bullets

Question

What do you know and what do you need to

know? 4 active learning questions.

When you read, look for answers to

questions.

Read

Read as necessary, taking notes.

Recite

Talk aloud,

Answer the four active learning questions.

Review

As necessary, only if you can’t recite the

answers.

Refer to 4 active learning questions.

Reading Truths

1. You don’t have to read every single word to understand the meaning.

2. Sometimes you have to read a sentence more than once.

3. Sometimes you need to read aloud.

4. Sometimes you need to dosomething: Stand Up!

Reading Truths

5. Sometimes you can skip around a page or a chapter.

6. Don’t worry about speed.

7. Be sure you’ve had your vision checked and you can see the print clearly.

8. Watch TV with the sound muted and the closed-captioning feature turned on.

DEAR BOARD OF EDUCATION,

SO ARE WE.

SINCERELY, STUDENTS

We have created integrated

applications, customized and

focused on improving educational

outcomes, bundled with services

Solutions

Over time, we migrated to eBooks

and other digital products, making our

assets available online and in

portable forms

eBooks

We started with leading textbook

franchises, encyclopedias, and

primary source documents

Print

And now we’re introducing a highly

innovative new system that

delivers personalized learning

experiences

For more information:

Contact Gail Malone, Ph.D.

South Plains College,

Library 310

Levelland, TX 79336

(806) 716-2240

gmalone@southplainscollege.edu

© 2012

mindtap@cengage.com

ReferencesAcademic Skills Center. (2001. Dartmouth College available at

http://www.dartmouth.edu/~acskills/docs/using_your_textbook.docChew, Stephen. (2012). How to get the most out of studying [Available at

http://www.youtube.com/playlist?list=PL85708E6EA236E3DB].Davis, Stephen. (2007). Brain-based pedagogy. (available at

http://www.hocking.edu/~aaffairs/FacDev_files/brain_based_pedagogy.htm)

Dweck, C. (2011). Mindsets [available at http://mindsetonline.com/].National Research Council (2000). How people learn: Brain, mind, experience

and school. Washington, DC: NRC. [Often referred to as Bransford, et al.]Pelley, J. (2012). Success types [available at

http://www.ttuhsc.edu/som/success/].Smilkstein, Rita. (2007). Promising practices in education, Starlink telecast,

March 27, 2007(for more information, see http://www.starlinktraining.org).

Willis, J. (2006). Research based strategies to ignite student learning.Alexandria, VA: ASCD.

Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing.