The document discusses strategies for academic reading, including PQ3R (Preview, Question, Read, Recite, Review). It recommends using these strategies to practice with sample texts. Specifically, it suggests previewing the text to identify the main topics, asking questions, reading the text and using annotation tools to take notes, reciting key points to classmates, and reviewing by revisiting notes and questions. The goal is to help students improve their reading speed, comprehension, and retention of information from academic texts.

1. Academic
Reading
Strategies

2. Objectives for this session
❏ Get to know PQ3R
❏ Academic Reading vs Pleasure Reading
❏ Find out how fast you read
❏ Practice Strategies in Context: Previewing, Questions, Read,
Recite, Review
❏ Use an online annotation tool that allows for real-time
collaboration
Test your reading speed and retention with 1-3 activities
http://www.freereadingtest.com/free-reading-test.html … or
http://www.staples.com/sbd/cre/marketing/technology-research-centers/ereaders/speed
-reader/ … or http://www.myreadspeed.com/

5. Strategies
…

10. P/ S
Q
R R
R
S/PQ3R reading method
Survey/ Preview, Question, Read, recite, review
Based on SQR Reading method Retrieved from
http://www.studygs.net/texred2.htm
Post Link on
Twitter

18. I assign teams to work on
PREVIEWIng and then
Questions

19. SQ3R reading method

20. The images that form in your mind as you read --make a text more memorable as visualizing
content as you read boosts comprehension and retention.
research showing that students who are taught to develop mental imagery of text do better than
control groups on tests of comprehension and recall.
The research basis for the usefulness of transforming text into mental images can be found in
Allan Paivio's dual coding theory,

21. which holds that cognition consists of both a verbal system for language and a nonverbal,
visual-spatial one for images. By creating mental images from the words on a page or screen,
we tap into both the verbal and visual-spatial representational systems, making abstract
concepts more concrete and thus more meaningful and memorable.
Show udemy 3.7

24. SQ3R reading method

25. Have students review by themselves (takes notes) highlight in the text and
annotate those parts in paragraph that help build mental markers

27. come together in groups of 5 and recite the article as well as answer the questions

28. PINGO How do you feel about Academic Reading
now? Choose all that apply.
Type: Multiple Choice
Tags: academic reading
Options
● I am happy to know my current reading speed.
● I am not afraid to do the hard work that is required when reading
academic texts.
● I am pretty sure that with a little more practice I can get better at reading
faster and improving my memory.
● It's still all pretty new to me, but I am willing to try my best.
● I think discussions with classmates will improve my reading of academic
texts.
● I like the mental marker method. It seems to be helping me remember
better.
● I find the reciting stage the hardest as it means to structure my thoughts,
notes and answers to the questions.
● The reviewing stage seems to be the hardest as I have to rely on my

29. ● memory to remember the questions, answers and content.
● I hope we do more reading sessions like this one today.
● I feel confused and will need to talk to the instructor to clarify my
thoughts/ questions.
● I think I might be using the annotation tool Hypothes.is more often.

30. ―

31. References
Baker, L. & Brown, A.L. (1984). Metacognitive skills and reading. In: P.D. Pearson (Ed.). Handbook of
reading research. New York: Longman, pp.353-394.
Barr, R., Kamil, M.L., Mostenthal, P.B. and Pearson, P.D. Handbook of Reading Research. Vol 2 (Reprint,
1991). Beaverton: Ringgold Inc, 2016.
Clark, C. Osborne, S., & Akerman, R. (2008). Young people’s self-perceptions as readers: An investigation
including family, peer and school influences. London: National Literacy Trust. Retrieved from
http://www.literacytrust.org.uk/assets/0000/0558/Self-perceptions_as_readers_2008.pdf
Hermida, J. (2009). The importance of teaching academic reading skills in first-year university courses. The
international Journal of Research and Review. 3, 20-29.
Gough, P. (1985). Theoretical models and processes of reading. (3rd
ed.) New York: International Reading
Association.
Gull, E. (2014). Efficacy of skill development techniques: Empirical Evidence. Journal of Education and
Educational Development 1(2), 134-44.
Koenke, K. (1985). ERIC/RCS Report: The "Handbook of Reading Research": What It Says about
Instructional Practice. English Education, 17(2), 108-112. Retrieved from
http://www.jstor.org.ezproxy.uleth.ca/stable/40172561
Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3),
149-170.
Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart & Winston.
Paivio, A. (1986). Mental Representations. New York: Oxford University Press.
Paivio, A. & Begg, I. (1981). The Psychology of Language. New York: Prentice-Hall.
Handouts
Academic Reading Resources from York
University including
● Note-taking templates,
● connecting readings to course
objectives,
● identifying topic, evidence and
arguments in readings
● personal response to a reading
PQ3R Reading Strategy
Websites
Study Guides and Strategies - several
sites on Reading Strategies:
Reading critically | Pre-reading strategies |
SQ3R reading method |
KWL reading method | Marking & underlining |
Reading difficult material |Interpretive reading |
Reading essays | Reading fiction |
Narrator/character types |
Speed and comprehension | Researching on the
Internet | Evaluating websites |
Organizing research: computers | Organizing
research: note cards
SQ3R reading method