This document discusses strategies for reading non-fiction texts. It addresses six common misconceptions about non-fiction reading. The document explains that non-fiction reading requires different skills than fiction, including using text features like bolding and graphics. It also notes that skimming, scanning, and selective reading are effective strategies, and that comprehension depends more on identifying important information than simply reading speed. The overall message is that good readers approach non-fiction with a purpose in mind and know how to locate relevant details.

1. Grade 7 Social Studies

2. Statement #1
There is no difference between reading
fiction and non-fiction.

3. SO FALSE
 More difficult than fiction
 Different text features and structure
 Different reading strategies
 How does a text book look different?
 Use bold, italics, vocabulary lists, key
words, boxes, pictures, graphic organizers
 Read with a purpose
 What questions are you trying to answer?
 Reading fiction is like watching a movie.
 Nonfiction is more like a newscast or
watching a slide show.

4. Statement #2
When reading a text book, you have
to read every single word.

5. SO FALSE
 Non-fiction reading is reading to learn
something.
 What do you want to learn?
 Use text features to distinguish important
from unimportant information
 Look for key ideas
 Skim and scan
 Read quickly to get general idea (skim) and
look for one thing in particular (scan)

6. Statement #3
Never skip passages when reading
non-fiction books.

7. SO FALSE
 Skim titles, key words, bold-faced words
 Skim picture captions, boxes highlighed
main points
 Scan timelines, graphs, charts
 Skim introductions and headings to get
clues about main ideas
 Know what information you are looking
for!

8. Statement #4
Reading something once is enough.

9. SO FALSE
 Usually once = not enough
 Skim once quickly to determine main
idea of passage
 Identify parts need more careful reading
 Re-read only those sections
 Good reading is selective reading!
 What am I looking for?
 What sections are relevant?

10. Statement #5
If you skim or read too quickly, your
reading comprehension will
decrease.

11. SO FALSE
 Harvard Report: experiment, Dr. Perry
(psychologist), Director of the Harvard Reading-
Study Center
 1500 1st year students
 30-page chapter from a history book to read
 20 min. and write essay on what they had read
 Only 15 students could write short statement about
what they had read
 Why?
 Only 15 skimmed and got to the end to read the part
marked “summary”
 Ask yourself what information you need to get out of
a reading assignment, then look for those points.

12. Statement #6
The faster you read, the less you
understand.

13. SO TRUE
 Research shows no connection between
reading speed and comprehension
 Reading comprehension depends on
your ability identify important information
 Focus on purpose for reading (e.g.:
locate important main ideas and details)
 Research shows that reading quickly
can also increase comprehension

14. TRY THIS
Aoccdrnig to a rscheearch at an Elingsh
uinervtisy, it deosn't mttaer in waht
oredr the ltteers in a wrod are, the olny
iprmoetnt tihng is taht frist and lsat tteer
is at the rghit pclae. The rset can be a
toatl mses and you can sitll raed it
wouthit a porbelm. Tihs is bcuseae we
do not raed ervey lteter by itslef but the
wrod as a wlohe.

15. Moral of the Story
 Reading non-fiction requires different skills
 Good readers read with a purpose
 Know what you are looking for
 Good reader locate information
 Distinguish between relevant and irrelevant
information
 Identify main ideas and supporting details
 Use non-fiction text features