Strategies for Reading Academic Texts presentation at the Texas Wesleyan's Center for Excellence in Teaching and Learning Summer Institute.

1. 1
Academic Reading 1
AHE Professional Learning

2. Your Presenter:
.

3. 3
Name Tents
Place name
in the middle
of both sides!
Name

4. 4
Norms
Ask questions
Engage fully
Integrate new information
Open your mind to diverse views
Utilize what you learn
Used with permission of Learning Forward, www.learningforward.org. All rights reserved.

5. 5
What’s in your camera
roll?
• From your camera roll, choose a picture
that highlights a good memory
• Be prepared to explain why the picture is
memorable
• Pair/share
• Debrief

6. 6
Essential Question
How can we use pre-reading strategies to
develop students’ critical reading skills and
increase comprehension of rigorous texts?

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Learning Outcome
Develop in students the understanding of
and ability to use pre-reading strategies to
read and discuss challenging material in
order to experience success in rigorous
academic environments.

8. 8
Academic Reading
Quick write:
• What do you know about your students’
ability to read critically and analyze text?
• Is reading ability a barrier to success in
your course?
Table talk

9. 9
Research
Compliance with course reading is 20-30%
Therefore, over 70% of students have not
read assigned readings
Burchfield & Sappington, 2000; Hobson, 2003; Marshall, 1974; Self, 1987

10. 10
The Reading Process
Planning for
Reading:
Establish a
Purpose
Understanding
Academic
Vocabulary
Pre-Reading
Interacting
with the Text
Extending
Beyond the
Text

11. 11
Establishing Reading
Purpose
• Why do students need to establish a
purpose for reading?

12. 12
Establishing Reading
Purpose
The House
– Pichert, James W., and Richard C. Anderson.
“Taking Different Perspectives on a Story.”
Journal of Educational Psychology, 69.4
(1977): 310.

13. 13
The Reading Process
Planning for
Reading:
Establish a
Purpose
Understanding
Academic
Vocabulary
Pre-Reading
Interacting
with the Text
Extending
Beyond the
Text

14. 14
Acquiring New Vocabulary
5 Steps to Language Acquisition:
– Having sources to encounter new words
(dictionary, etc.)
– Getting a clear image or visual
– Learning the meaning of words
– Making a strong memory connection between the
forms and the meanings of the words
– Using the words
Hatch, E., & Brown, C. (1995). Vocabulary, semantics and language
education, Cambridge, UK: Cambridge University Press

15. 15
ODM: Learning and Retaining
Academic Vocabulary
• Provides four different strategies to help
learn and retain new academic vocabulary
words.
– Footnotes
– Language journals
– Flashcards
– Graphic organizers
• http://www.youtube.com/watch?v=F_-
cWYzIEq4&feature=youtu.be

16. 16
Vocabulary Awareness
Word Know it Seen it
(don’t
know it)
No
idea
Definition
Illness burden
Morbidity

17. 17
The Reading Process
Planning for
Reading:
Establish a
Purpose
Understanding
Academic
Vocabulary
Pre-Reading
Interacting
with the Text
Extending
Beyond the
Text

18. 18
Pre-reading:
“Inside” the Text
Individually, pre-read the text:
– Scan for organization (introduction, summary,
tables, graphs, visuals)
– Look for organizational signals (headings,
subheadings, font, bold, italics)
– Review your Vocabulary Awareness sheet

19. 19
Pair-Share
What did you notice in
the text?

20. 20
Pre-reading:
“Outside” the Text
Connections:
– Text to self
– Text to text
– Text to world
Keene, E. O., & Zimmermann, S. (1997). Mosaic of
thought. Portsmouth, NH: Heinemann.

21. 21
Pre-reading:
“Outside” the Text
K: What do I
know?
W: What do I
want to know?
L: What will I
learn?
A: What will I be
able to apply?
What do I know
about the content?
What prior
knowledge can I
bring up?
What content will I
absorb?
What can I apply in
this/other sections,
other courses, the
world?
KWLA: Content Anticipation Table
Prediction:

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3-2-1
How can we engage students in pre-reading
“inside” and “outside” the text?
• 3-2-1 debrief:
– 3 ways we can encourage students to pre-
read inside and/or outside the text
– 2 benefits to pre-reading
– 1 area of student “push-back” you anticipate

23. 23
The Reading Process
Planning for
Reading:
Establish a
Purpose
Understanding
Academic
Vocabulary
Pre-Reading
Interacting
with the Text
Extending
Beyond the
Text

24. 24
Marking the Text
To mark the text:
• Circle key terms
• Underline author’s claims
• Bracket supporting evidence

25. 25
Reading Task
• Read the Abstract, Introduction, and Discussion
• Prompt:
– In the article, “The Healthy College Student: The
Impact of Daily Routines on Illness Burden,” the
author claims that daily health routines may impact
how often students get sick. However, the author
also suggests that students who engage in these
behaviors are happier. Read to see what you think.
– As you read, circle key terms, underline claims, and
bracket supporting evidence.
– Be prepared to discuss in a “debate-like” format.

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Continuum Line
“Students who engage in health routines
that may increase illness are happier.”
Agree --------------------------------Disagree

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2 Sided Discussion
Discuss:
• Take a side: Do you agree or disagree with the
statement:
– “Students who engage in health routines that
increase illness are happier.”
Debrief:
• Bridge the gap:
– Meet in the center
– Say a “last word”

28. 28
Sole Mate Debrief
• Revisit the Essential Question:
– How can we use pre-reading strategies to
develop students’ critical reading skills and
increase comprehension of rigorous texts?
• Quick write
• Sole mate pair

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• T—Thing-What one THING will you take away from
today’s work that you will do to ensure success for
all of your students?
• A—Action-What ACTION will you take on that one
THING?
• B—Barriers-What BARRIERS do you foresee that may
come up as a result of you taking ACTION on that
one THING?
• B—Benefits-What BENEFITS will result because you
overcame those BARRIERS and took ACTION on
that one THING?
T A B B

30. 30
Please complete the evaluation
feedback. Thank you!