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Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
Ch 3 Reading as Thinking
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Ch 3 Reading as Thinking

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  • 1. Chapter 3 Reading As Thinking PowerPoint by Gretchen Starks-Martin St. Cloud State University, MN © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 2. THIS CHAPTER WILL SHOW YOU HOW TO:
    • Preview before reading
    • Develop questions to guide your reading
    • Review after you read
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 3. How to Preview: Read
    • The Title and Subtitle
    • Chapter Introduction
    • The First Paragraph
    • Boldfaced Headings
    • The First Sentence under Each Heading
    • Typographical Aids
    • Graphs, Charts, and Pictures
    • The Final Paragraph or Summary
    • End-of-Chapter Material
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 4. Previewing Articles and Essays
    • Check the author’s name.
    • Check the source of the article.
    • If there are no headings, read the first sentence of a few paragraphs throughout the essay.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 5. LEARNING STYLE TIPS
    • Auditory learner: asking and answering guide questions aloud or tape-recording them
    • Visual learner: writing guide questions and their answers.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers Are you an auditory or visual learner?
  • 6. Discover What You Already Know
    • Makes reading easier because you have already thought about the topic.
    • Makes material easier to remember because you can connect the new information with what you already know.
    • Makes topics more interesting if you can link them to your own experiences.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 7. How to Use Background Knowledge
    • Ask questions and try to answer them.
    • Draw upon your own experience.
    • Brainstorm.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 8. DEVELOP QUESTIONS TO GUIDE YOUR READING: How to Ask Guide Questions
    • Preview before you try to ask questions.
    • Turn each major heading into a series of questions.
    • As you read the section, look for the answers to your questions. Highlight the answers as you find them.
    • When you finish reading a section, stop and check to see whether you can recall the answers. Place check marks by those you cannot recall.
    • Avoid asking questions that have one-word answers.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 9. Creating Questions
    • Headin g
    • Reducing Prejudice
    • The Deepening Recession
    • Newton’s First Law of Motion
    • Questions
    • How can prejudice be reduced? What type of prejudice is discussed?
    • What is a recession? Why is it deepening?
    • Who is or was Newton? What is his first law of motion?
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 10. READ FOR MEANING
    • Read to answer your guide questions.
    • Highlight answers to questions.
    • Highlight what is important in each paragraph.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 11. TEST YOUR RECALL AS YOU READ
    • Write your guide questions in the textbook margin.
    • Cover the textbook section and try to recall the answer.
    • If you cannot, reread the section.
    • Repeat the answer aloud or write it out.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 12. REVIEW AFTER YOU READ
    • Go back through what you have just read.
    • Look things over one more time.
    • Use the same steps as you used to preview the material.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 13. BUILDING A SYSTEM: SQ3R
    • S – Survey (Preview)
    • Q – Question (Ask Guide Questions)
    • R – Read (Read for Meaning)
    • R – Recite (Test Yourself)
    • R – Review (Review After You Read)
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 14. SELF-TEST SUMMARY
    • What techniques can you use before reading to read efficiently?
    • How can you read for meaning?
    • How can you test our recall as you read?
    • What is the SQ3R system?
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 15. Visit the Companion Website
    • For additional readings, exercises, and Internet activities, visit this book’s Companion Website at:
    • www.ablongman.com/mcwhorter
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers If you need a user name and password, please see your instructor.
  • 16. MyReadingLab
    • For more practice with active reading skills, visit MyReadingLab, click on the Reading Skills tab, and then click on Active Reading Strategies---New Orleans, Louisiana
    • www.ablongman.com/myreading.lab
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers
  • 17. TEST-TAKING TIPS: Reading Comprehension Test Passages
    • Glance through the passage quickly. What is it about? This will help you focus and give you an idea about what you are about to read.
    • Do not approach the passage as something you have to learn. Approach it as something you simply need to understand.
    • As you read, do not try to remember all the facts and details. Just try to remember what information is given.
    • Since many tests are timed, it is important to work efficiently, not spending too much time on any one troublesome item.
    © 2008 Pearson Education, Inc., Publishing as Longman Publishers

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