This document discusses academic reading and effective reading strategies. It defines academic reading as reading done for educational purposes, including textbooks, journals, and online resources. It outlines three stages of effective reading: previewing before reading, connecting knowledge during reading by asking questions and taking notes, and recalling and reflecting after reading. Specific strategies are provided for each stage, such as skimming titles and summaries in the preview stage. The document emphasizes the importance of active reading strategies like annotating, highlighting, and asking questions to improve comprehension and retention of information from academic texts.

1. ACAMDEMIC READING
Rahila Khan
Lecturer English

2. WhAt Is ACADEMIC READING?
Academic Reading is defined as
reading with a specifically academic
and educational purpose. Academic
reading includes reading more
traditional books, dictionaries,
encyclopaedias, and journal articles,
along with a vast number of
resources available online.
 Academic reading involves layers of:
 asking questions
 reflecting on relationships among
parts of the text
 interpreting meaning
 making connections with other
readings
 refining your topic and purpose
2

3. thREE thINkING stAGEs
foR EffECtIvE READING

4. YoUR BRAIN shoULD ACtUALLY tRAvEL
thRoUGh 3 thINkING stAGEs.
2 : During: CONNECT
KNOWLEDGE
3: After: RECALL &
REFLECT
4

5. stAGE 1: PREvIEW :
BEfoRE READING
5

6.  Title of text
 Author
 Publication date
 Preface or
Forward
 Study Tools:
 Table of Contents?
 Appendix?
 Index?
 Glossary?
 Charts, Graphs, Pictures?
 Diagrams?
1. PREvIEW thE
tExtBook!
6

7.  Does it have any reading
aids?
• Introduction?
• Chapter Summary?
• Learning Objectives?
• Headings/Subheading?
• Study Questions?
• Charts, Maps, Graphs?
• Supplementary Readings?
• Author’s Notes?
• Additional References?
 What about the Page
Layout?
• Boldfaced/italicized print?
• White space?
2. Look At A ChAPtER
7

8. Predict – what will it
be about?
Get an Overview of
the material
Establish a Purpose
Activate your
Schema (prior
knowledge)
3. BEfoRE YoU READ A
ChAPtER
8

9.  Chapter Title,
subheading
 First Paragraph
(introduction)
 Last Paragraph
(summary)
 Headings & subheadings
 First Sentences
 Boldface, Italics Print
 Charts, graphs, tables
 Questions at end?
4. PREvIEW thE ChAPtER
thoRoUGhLY!
9

10.  What is the topic of the
chapter?
 What do I already know?
 What is my purpose for
reading?
 How is the material
organized?
 How long is the chapter?
 What parts of the chapter
seem most important?
 Do I need to read everything
with equal care?
5. TURN ON YOUR MEMORY bY askiNg
qUEsTiONs:
10

11. sTagE 2: CONNECT kNOwlEdgE:
dURiNg REadiNg
11

12. Seek –answers to your
questions.
Picture – visualize; create a
picture in your mind.
Relate – connect with ideas
you already know.
Monitor – become aware of
what you are reading and
why.
Correct – get back to
concentrating and
understanding.
1. aCTiVElY REad
12

13.  Annotate (mark the
textbook, highlight, make
margin notes – be
selective)
 Use Post-it Notes
 Make Concept Cards
(notecards)
 Create Maps/Charts
 Take Notes
2. ORgaNizE ThE iNfORMaTiON
13

14. sTagE 3: RECall aNd REflECT:
afTER REadiNg
14

15.  Review–Recap what you
learned
 Recall– using notes
 Reflect and Relate: does
the information show causes
& effects, compare &
contrast of ideas, how to
apply the new ideas?
1. RECall
15

16.  Review your notes
 Review the PowerPoint
 Take the Study Skills
Assessment
 Write a Journal Entry
 Make Concept Cards
2. REflECT
16

17. ThE REadiNg
PROCEss

18. REadiNg PROCEss
1. Establishing a
Purpose
2. Understanding
Academic Vocabulary
3. Pre-Reading (scan)
4. Interacting with the
Text
5. Extending Beyond the
Text
(Hatch, E., & Brown, C. 1995)
18

19. PQ3r reading
strategy

20. PQ3r – a reading/study
system
1. Preview
2. Question
3. Read
4. Recite
5. Review
(Learning Skills Services, York University)
20

21. Preview
1. Look at the title,
introduction, table of
contents
2. Skip to the end and read the
summary first
3. Scan through chapter
headings and subheadings
4. Notice boldface and italic
print
5. Notice graphics, diagrams,
charts, tables, formulae,
boxed inserts – decide
when/ if you’ll focus on them
6. Read list of key terms at
end of chapter; look at
questions and examples
7. General preview time
guideline: about 10 minutes
per 30 page chapter 21

22. Question
1. Before reading,
create questions
based on Preview
information; questions
included at end of
book or chapter;
boldface headings
2. Do one section at a
time
3. Go beyond just “fact”
questions to deeper
levels of critical
thinkin 22

23. read actively
1. Retrain your mind to
concentrate and stay
engaged as you read
2. Read one section at a
time with questions in
mind
3. Look for the answers;
organize your notes
around questions and
answers
4. Notice if you need to
make up new questions
23

24. recite
1. After each section, stop
and recall your
questions
2. See if you can answer
the questions from
memory
3. Do not go on to the
next section until you
can rephrase
information in your own
words
4. Take very brief notes
after you read each
section (not at the
same time as you’re
reading) – e.g.,
summarize answers to
questions 24

25. review
1. Go back over all
questions from all
headings
2. See if you can still
answer them
3. If not, look back
and refresh your
memory
25

26. strategies oF
eFFective readers

27. strategies oF eFFective
readers
(Vásquez, Hansen, & Smith, 2010) 27

28. STRATEGIES FOR ACTIVE
READING
( Wong, 2009)
28

29. TRICk OF ThE
TRADE

30. BECOmE AN ACTIVE READER!
Skimming Ahead and Jumping
Back
Marking Up the Text
Highlighting Key Ideas
Circling Unfamiliar Words
Making Marginal Notes
 Question
 Agreements and disagreememnts
 Connections
 Evaluations
Making observation
(Reading Comprehension Success in 20 Minutes
a Day , 2005) 30

31. TImE TO mAkE A
ChOICE

33. REFERENCES
• Hatch, E., & Brown, C. (1995). Vocabulary, semantics and
language education, Cambridge, UK: Cambridge
University Press
• PQ3R – A Reading/Study System . Learning Skills
Services, York University
• Reading Comprehension Success in 20 Minutes a Day .
(2005). Learning Express.
• Vásquez, A., Hansen, A. L., & Smith, P. C. (2010).
Teaching Language Arts to English Language Learners.
Routledge.
• Wong, L. (2009). Essential Study Skills. Houghton Mifflin
Company.
33

34. ThANk YOU
34