This document provides tips for reading more effectively in college. It discusses assessing a reader's current reading speed and identifying causes of slower reading such as reading word-by-word. Strategies are presented for improving reading speed like reading in blocks of words rather than individually, using an eye guide to focus on groups of words, and practicing regularly. The document emphasizes developing active reading habits such as setting a purpose before reading and summarizing after.
This document provides strategies for improving reading speed and comprehension for college. It begins by having the reader test their current reading speed. It then provides benchmarks for reading speeds and assesses the reader's speed. Some common causes of slow reading are identified. The document outlines strategies for effective reading like previewing, asking questions before reading, and reading in blocks instead of word-by-word. Specific techniques like using a guide to focus on lines of text are demonstrated. The importance of practice and setting reading goals is emphasized.
This document provides an introduction and overview to a book about learning to speed read. The book is divided into two main sections, "Breaking Old Habits" and "Building New Habits". The first section focuses on exercises to help readers stop subvocalizing words and the second section introduces new reading techniques like visualization. The book uses Alice's Adventures in Wonderland as the text for the reading exercises. It encourages readers to work through the exercises consistently over a period of 6 weeks to improve their reading skills.
The document summarizes the key findings from a mini-course on developing receptive skills (listening and reading) for language teachers. [1] It found that common practices like reading aloud in class and not teaching reading strategies were not effective based on changes in teacher beliefs before and after the course. [2] The mini-course was effective at raising awareness of using both top-down and bottom-up processing and the need for explicit strategy instruction. [3] Teachers reported changes in their practices, like incorporating more reading activities and genres.
This document provides strategies for effective textbook reading. It recommends using active reading techniques like annotating or taking notes instead of just highlighting. The key steps are pre-reading, reading, and post-reading. In pre-reading, students look at chapter titles and contents to get an overview before reading. While reading, they should annotate or use a double-entry journal to take notes and ask questions. In post-reading, students review their notes and look for connections to aid retention and comprehension. Following these active reading strategies helps students engage more with the material and get more out of their textbook reading.
This document provides guidance on reading skills for college. It outlines a process for effective reading that includes pre-reading, reading, and post-reading steps. As part of the reading step, it recommends actively engaging with the text by writing marginalia for reaction, navigation, and making connections. This allows the reader to better understand, remember, and critically analyze the content.
This document provides tips and strategies for active reading of college textbooks. It discusses four key steps to active reading: previewing, marking, reading with concentration, and reviewing. It then provides strategies for reading different types of textbooks, such as using symbols in math texts, outlining chapters in science texts, and understanding unique terms in social science texts. The document also discusses monitoring comprehension, improving vocabulary, and using e-books for reading textbooks.
This document provides information about reading rate and strategies for improving reading speed and comprehension. It defines reading rate as the speed measured in words per minute that a person reads. An ideal reading rate depends on the purpose, with 150-250 wpm for study and 250-400 wpm for casual reading being appropriate ranges. Tips are provided for assessing one's reading rate and for practicing techniques like reading in blocks rather than word-by-word to increase speed without sacrificing comprehension. The relationship between increased reading rate and comprehension is also discussed.
This document provides strategies for improving reading speed and comprehension for college. It begins by having the reader test their current reading speed. It then provides benchmarks for reading speeds and assesses the reader's speed. Some common causes of slow reading are identified. The document outlines strategies for effective reading like previewing, asking questions before reading, and reading in blocks instead of word-by-word. Specific techniques like using a guide to focus on lines of text are demonstrated. The importance of practice and setting reading goals is emphasized.
This document provides an introduction and overview to a book about learning to speed read. The book is divided into two main sections, "Breaking Old Habits" and "Building New Habits". The first section focuses on exercises to help readers stop subvocalizing words and the second section introduces new reading techniques like visualization. The book uses Alice's Adventures in Wonderland as the text for the reading exercises. It encourages readers to work through the exercises consistently over a period of 6 weeks to improve their reading skills.
The document summarizes the key findings from a mini-course on developing receptive skills (listening and reading) for language teachers. [1] It found that common practices like reading aloud in class and not teaching reading strategies were not effective based on changes in teacher beliefs before and after the course. [2] The mini-course was effective at raising awareness of using both top-down and bottom-up processing and the need for explicit strategy instruction. [3] Teachers reported changes in their practices, like incorporating more reading activities and genres.
This document provides strategies for effective textbook reading. It recommends using active reading techniques like annotating or taking notes instead of just highlighting. The key steps are pre-reading, reading, and post-reading. In pre-reading, students look at chapter titles and contents to get an overview before reading. While reading, they should annotate or use a double-entry journal to take notes and ask questions. In post-reading, students review their notes and look for connections to aid retention and comprehension. Following these active reading strategies helps students engage more with the material and get more out of their textbook reading.
This document provides guidance on reading skills for college. It outlines a process for effective reading that includes pre-reading, reading, and post-reading steps. As part of the reading step, it recommends actively engaging with the text by writing marginalia for reaction, navigation, and making connections. This allows the reader to better understand, remember, and critically analyze the content.
This document provides tips and strategies for active reading of college textbooks. It discusses four key steps to active reading: previewing, marking, reading with concentration, and reviewing. It then provides strategies for reading different types of textbooks, such as using symbols in math texts, outlining chapters in science texts, and understanding unique terms in social science texts. The document also discusses monitoring comprehension, improving vocabulary, and using e-books for reading textbooks.
This document provides information about reading rate and strategies for improving reading speed and comprehension. It defines reading rate as the speed measured in words per minute that a person reads. An ideal reading rate depends on the purpose, with 150-250 wpm for study and 250-400 wpm for casual reading being appropriate ranges. Tips are provided for assessing one's reading rate and for practicing techniques like reading in blocks rather than word-by-word to increase speed without sacrificing comprehension. The relationship between increased reading rate and comprehension is also discussed.
The document provides tips for improving college reading skills. It recommends reading in blocks of words rather than individually to increase reading speed. Students are instructed to test their current reading speed and aim to reach at least 400 words per minute for effective college reading. Strategies include using an eye guide to focus on lines of text, reading for plot by skimming introductions, and practicing techniques like block reading daily to gradually increase reading rate.
The document discusses the importance of extensive reading for language development. It outlines several key skills developed through reading such as comprehension, vocabulary, and grammar. Extensive reading helps to acquire knowledge, learn different features of language, and provide pleasure. Developing reading habits is important and some suggestions include having a class library, devoting time to reading in class, and storytelling activities led by students.
The student's WCPM is 165 and their accuracy is 84%
2. Determine if the passage was at an appropriate level for
independent reading practice based on the WCPM score.
Student: Based on the WCPM score of 165, this passage was at an appropriate level for independent reading practice.
3. Discuss comprehension score and implications.
1) The document provides strategies for improving reading speed and comprehension for college. It recommends reading in blocks of words rather than one by one to increase reading speed.
2) Tests are described to measure a reader's current words per minute and compare it to performance levels. Most can double their speed while maintaining comprehension with practice.
3) Techniques include using an eye guide to read lines smoothly, focusing on comprehension over remembering every detail, and setting goals to gradually increase reading rate over time with regular practice.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
Reading is a skill that allows us to acquire knowledge. While reading speed has increased from 100 wpm to 150 wpm, common habits like sub-vocalization, fixation, and regression can slow reading speed. Sub-vocalization involves internally saying each word, fixation refers to frequent stops of the eyes, and regression means moving backwards to re-read. These habits can be addressed by increasing eye span and trusting that the brain can understand without internalizing each word. With practice, reading speed and comprehension can further improve.
This document provides tips for speed reading, including finding your base reading speed, eliminating subvocalization (the inner voice when reading), using a pointer to guide your eyes across the page, using peripheral vision to read more words at once, breaking the habit of backtracking to re-read words, learning to read only key words, eliminating unnecessary eye rests, and calculating your new, faster reading rate after practicing these techniques. The conclusion emphasizes adjusting reading speed based on text density, eliminating distractions, and maintaining interest and purpose to stay focused while reading.
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students to assess comprehension through techniques like think-alouds and running records. Portfolios also allow teachers and students to monitor reading progress. Effective assessment considers both decoding skills and comprehension strategies.
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students and use portfolios to monitor progress over time. The goal is a well-rounded evaluation of decoding, comprehension, and student attitudes towards reading.
1. The document provides tips for effective reading strategies. It recommends focusing on understanding rather than speed, assessing your own reading challenges, and adjusting your reading style for different materials.
2. Specific strategies include questioning the author as you read, taking notes on main points, and putting concepts in context by considering assumed common knowledge.
3. The SQ3R method is presented as a common approach involving surveying, questioning, reading, reciting content in your own words, and reviewing what was learned.
The document discusses ways to improve English writing skills. It recommends learning new vocabulary words and their synonyms and antonyms. Reading more in English is useful for understanding different writing styles. Correct spelling is important so readers can understand what is written. Practicing writing and paying attention to grammar and punctuation can help improve writing quality and clarity.
This document summarizes assessments and literacy instruction for early readers. It discusses how both formal and informal assessments provide important information to differentiate instruction to meet student needs and interests. It also describes selecting texts for literacy lessons and the importance of activating student background knowledge to improve comprehension. The document advocates taking a multidimensional approach to literacy instruction to support all students.
This document provides several tips for improving speaking skills. It suggests pronouncing words correctly, using appropriate stress and intonation patterns, listening first before speaking, thinking in English, being patient, and becoming more confident. Additional tips include using eye contact, putting audiences at ease, employing visual aids, giving handouts, varying voice tonality and speed, being well prepared, using body language effectively, knowing the audience, managing technology, and connecting with listeners. Ways to increase speaking habits are also outlined, such as building confidence, expanding vocabulary, listening to music, reading, using the internet, and practicing English daily. Reasons for not speaking include fear, limited vocabulary, past mistakes, and worrying about pronunciations.
This document provides an overview of the Common Core literacy model and standards. It discusses the key elements of the Common Core including reading strands, writing types, speaking and listening skills, and foundational skills. It explains the three Common Core practices of building knowledge through content, text-based reading and responding, and regular practice with complex texts. It also discusses what the standards value in reading comprehension and what they don't value. Finally, it discusses what this all means for implementing the Common Core in schools.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The document provides tips for improving college reading skills. It recommends reading in blocks of words rather than individually to increase reading speed. Students are instructed to test their current reading speed and aim to reach at least 400 words per minute for effective college reading. Strategies include using an eye guide to focus on lines of text, reading for plot by skimming introductions, and practicing techniques like block reading daily to gradually increase reading rate.
The document discusses the importance of extensive reading for language development. It outlines several key skills developed through reading such as comprehension, vocabulary, and grammar. Extensive reading helps to acquire knowledge, learn different features of language, and provide pleasure. Developing reading habits is important and some suggestions include having a class library, devoting time to reading in class, and storytelling activities led by students.
The student's WCPM is 165 and their accuracy is 84%
2. Determine if the passage was at an appropriate level for
independent reading practice based on the WCPM score.
Student: Based on the WCPM score of 165, this passage was at an appropriate level for independent reading practice.
3. Discuss comprehension score and implications.
1) The document provides strategies for improving reading speed and comprehension for college. It recommends reading in blocks of words rather than one by one to increase reading speed.
2) Tests are described to measure a reader's current words per minute and compare it to performance levels. Most can double their speed while maintaining comprehension with practice.
3) Techniques include using an eye guide to read lines smoothly, focusing on comprehension over remembering every detail, and setting goals to gradually increase reading rate over time with regular practice.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
Reading is a skill that allows us to acquire knowledge. While reading speed has increased from 100 wpm to 150 wpm, common habits like sub-vocalization, fixation, and regression can slow reading speed. Sub-vocalization involves internally saying each word, fixation refers to frequent stops of the eyes, and regression means moving backwards to re-read. These habits can be addressed by increasing eye span and trusting that the brain can understand without internalizing each word. With practice, reading speed and comprehension can further improve.
This document provides tips for speed reading, including finding your base reading speed, eliminating subvocalization (the inner voice when reading), using a pointer to guide your eyes across the page, using peripheral vision to read more words at once, breaking the habit of backtracking to re-read words, learning to read only key words, eliminating unnecessary eye rests, and calculating your new, faster reading rate after practicing these techniques. The conclusion emphasizes adjusting reading speed based on text density, eliminating distractions, and maintaining interest and purpose to stay focused while reading.
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students to assess comprehension through techniques like think-alouds and running records. Portfolios also allow teachers and students to monitor reading progress. Effective assessment considers both decoding skills and comprehension strategies.
Reading assessment is a process used by teachers to measure students' reading comprehension skills. It requires planning activities to identify purposes and student needs. Teachers can use various assessment methods like retellings, checklists, logs, and tests to evaluate different reading skills at individual, group, and all age/grade levels. Assessments should be embedded in instructional activities and involve self and peer assessment. Teachers observe students and use portfolios to monitor progress over time. The goal is a well-rounded evaluation of decoding, comprehension, and student attitudes towards reading.
1. The document provides tips for effective reading strategies. It recommends focusing on understanding rather than speed, assessing your own reading challenges, and adjusting your reading style for different materials.
2. Specific strategies include questioning the author as you read, taking notes on main points, and putting concepts in context by considering assumed common knowledge.
3. The SQ3R method is presented as a common approach involving surveying, questioning, reading, reciting content in your own words, and reviewing what was learned.
The document discusses ways to improve English writing skills. It recommends learning new vocabulary words and their synonyms and antonyms. Reading more in English is useful for understanding different writing styles. Correct spelling is important so readers can understand what is written. Practicing writing and paying attention to grammar and punctuation can help improve writing quality and clarity.
This document summarizes assessments and literacy instruction for early readers. It discusses how both formal and informal assessments provide important information to differentiate instruction to meet student needs and interests. It also describes selecting texts for literacy lessons and the importance of activating student background knowledge to improve comprehension. The document advocates taking a multidimensional approach to literacy instruction to support all students.
This document provides several tips for improving speaking skills. It suggests pronouncing words correctly, using appropriate stress and intonation patterns, listening first before speaking, thinking in English, being patient, and becoming more confident. Additional tips include using eye contact, putting audiences at ease, employing visual aids, giving handouts, varying voice tonality and speed, being well prepared, using body language effectively, knowing the audience, managing technology, and connecting with listeners. Ways to increase speaking habits are also outlined, such as building confidence, expanding vocabulary, listening to music, reading, using the internet, and practicing English daily. Reasons for not speaking include fear, limited vocabulary, past mistakes, and worrying about pronunciations.
This document provides an overview of the Common Core literacy model and standards. It discusses the key elements of the Common Core including reading strands, writing types, speaking and listening skills, and foundational skills. It explains the three Common Core practices of building knowledge through content, text-based reading and responding, and regular practice with complex texts. It also discusses what the standards value in reading comprehension and what they don't value. Finally, it discusses what this all means for implementing the Common Core in schools.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Reading for-college
1. Reading for College
How to read Faster
AND more effectively
Sandra Jamieson, Drew University, 2005
2. Reading for college
First, let’s talk about
reading speed
This is not about trying to read as FAST
Sandra Jamieson, Drew University, 2005
as you can . . .
. . . It is about learning to read
as effectively as you can
3. Test your reading speed
Open your text book at random;
Put a little mark by one line;
When I tell you to start reading, read from
that mark and keep going until I say stop;
Sandra Jamieson, Drew University, 2005
Don't try to speed read. Just read normally
so we can find your present reading level;
When I say stop, stop right away and mark
the end of the line where you stopped.
4. Test your reading speed
Okay, now for some math:
Count the number of words in ten lines and write
that down;
now divide that number by 10. That is the average
number of words per line. Write it down;
now count the number of lines you read and
write it on a piece of paper. Write it down;
Sandra Jamieson, Drew University, 2005
multiply that number by the number of words per line,
and you have roughly how many words you read.
Write down the number you get
You read for ten minutes. Divide the total numbers
of words you read by 10 and you have your words-
per-minute.
Write it down.
5. Assessing your findings
150 wpm Insufficient
250 wpm Average general reader
(too slow for college)
400 wpm Good general reader
Sandra Jamieson, Drew University, 2005
(the minimum for effective
college-reading)
600 wpm Strong college reader
1000 wpm Excellent
6. Main causes of slower reading
word-by-word reading;
slow perceptual reaction time, i.e., slowness
of recognition;
vocalization—habitual or for comprehension;
Inefficient eye movements;
Regression;
faulty habits of attention and concentration;
Sandra Jamieson, Drew University, 2005
lack of practice in reading—especially large
amounts;
fear of losing comprehension;
habitual slow reading;
poor evaluation of which aspects are
important and which are unimportant;
the effort to remember everything rather than
to remember selectively.
7. So now what?
The average college student reads about 350 words per
minute. A "good" reading speed is around 500 to 700
words per minute, but some people can read a thousand
words per minute.
What makes the difference?
There are three main factors involved in
improving reading speed:
(1) the desire to improve,
(2) the willingness to try new techniques, and
Sandra Jamieson, Drew University, 2005
(3) the motivation to practice.
Most people can double their reading speed
while still maintaining equal or even higher
comprehension.
Warning: In order to learn to read rapidly and well you must
have acquired the necessary vocabulary.
When you can understand college-level materials,
you are ready to practice reading faster.
8. Strategies for effective reading
Pre-Read: Skim the piece looking for sub-headings,
images, graphs etc. Try to get a sense of what the
reading is about.
You can call this READING FOR PLOT (like reading
the end of a mystery novel before you get there);
Pre-think: ask yourself some questions that this
reading might answer, things on the syllabus
perhaps, or from the lecture. Think BEFORE you
read.
You can call this CREATIVE THINKING;
Sandra Jamieson, Drew University, 2005
Read in blocks: Read several words at once (a
phrase, half a line, or a full line in textbooks with
columns);
Pause ONLY at the end of sections. Don’t reread,
but jot down what you remember at the end of each
section. You can go back and reread at the end.
Don’t wait for the action replay. Just read!
If you find yourself falling asleep--take a
nap! DO NOT keep reading. It is a waste
of time. Just give it up for a bit.
9. A Trip Down Memory Lane
Remember reading about “Spot” the dog?
SEE
SPOT
RUN
SPOT
Sandra Jamieson, Drew University, 2005
LICKS
. . . No . . . LIKES
SPOT LIKES
THE
BALL.
10. A Trip Down Memory Lane
Before that you sounded letters.
R-E-M-E-M-B-E-R
okay
Sandra Jamieson, Drew University, 2005
RE - MEM - BER
REMEMBER!!!
11. Tricks for successful reading
Reading one word at a time in college is like
sounding out letters or parts of words.
It TAKES TOO LONG
Instead . . .
Read in blocks: Read several words
Sandra Jamieson, Drew University, 2005
at once (a phrase, half a line, or a full
line in textbooks with columns);
We are going to practice this
12. Tricks for successful reading
Think about how much effort it takes for your eyes to
focus on EACH WORD AT A TIME!
Let’s play the focus game for a minute. Focus on something a long
way away, now focus on something close up. Now look to your left
and focus. Now to your right. Now close up again.
It took time for you to focus, right? That same process is occurring
every time you FOCUS on a word if you read word-by-word. See??
It TAKES TOO LONG
Your eyes get TIRED
Sandra Jamieson, Drew University, 2005
READ IN CLUMPS (clauses, phrases)
Let your eyes settle on several words at once (a
phrase, half a line, or a full line in textbooks with
columns). SEE the words, but don’t move your eyes
or say them.
We are going to practice this
13. Tricks for successful reading
Take a sheet of paper and fold it in half
Place it under a line of text
If the text is in columns, put a dot on the
piece of paper in the middle of the line
•
Sandra Jamieson, Drew University, 2005
As you read,
move the piece of paper down the page so it
is always under the line you are reading.
Look at the DOT
and SEE the words,
but do not SAY them
We are going to practice this
14. Using the eye-guide
• Move the eye-guide down
the page as you read.
• One line at a time.
• Focus on the dot, and just
see the words
Article source:
www.sedl.org/reading/
topics/brainreading.pdf.
15. Here are the other tricks
Vocabulary - Wait until you've finished reading to
look up unfamiliar words. (If you stop, you'll
reduce your level of comprehension.)
Comprehension - to improve comprehension,
repeat the main points of the chapter after closing
the book. See how many specific details you can
recall. The more you interact with your text, the
more you'll recall. Recollection and
Sandra Jamieson, Drew University, 2005
comprehension require a vigorous approach.
Practice 1: Skimming & Scanning - find an
interesting newspaper column or magazine
article. Rapidly read the article, sampling just the
first sentence or two of each paragraph and a few
key words. Jot down all the facts you can
remember. Then reread the article slowly, giving
yourself a point for every item you can recall.
16. Now YOU need to practice…
The Basic Program:
Two or three times a day, read something you enjoy for
15 to 20 minutes without stopping. Time yourself to within
30 seconds.
Record your reading rate and chart your progress.
Recording and charting are essential if you wish to make
real progress.
Sandra Jamieson, Drew University, 2005
Push yourself gently as you read. If your mind wanders,
get it back on track.
Set reading-rate goals for yourself. Aim for a 10%
increase in your reading rate over the previous record.
Practice skimming & scanning by finding an interesting
newspaper column or magazine article and rapidly
reading the article, sampling just the first sentence or two
of each paragraph and a few key words. Jot down all the
facts you can remember. Then reread the article slowly,
giving yourself a point for every item you can recall.
READ YOUR TEXBOOKS ACTIVELY!
17. REVIEW:
TO ACTIVE READ YOU:
Ask general beginning questions;
Set a purpose by pre-viewing a
chapter, and deciding what you hope
to learn;
Guide yourself through the reading by
Sandra Jamieson, Drew University, 2005
skimming first, looking at its length,
sub-headings (the plot), images,
charts and graphs, etc.;
Make notes, highlight, and summarize
AFTER the reading is done!
AND BECOME MORE EFFECTIVE!!!
18. Okay, let’s try this
• Go back to the same piece you read
at the beginning.
• Take the piece of paper (your eye
guide) and put it under the first line.
Sandra Jamieson, Drew University, 2005
• Reread this piece,
• Move your eye guide down the
page looking at the dot and just
seeing the words.
• I’ll stop you after ten minutes.
19. Okay, let’s try this
• Put a mark next to the line where
you stopped.
• Did you read more than the first
time?
Sandra Jamieson, Drew University, 2005
Now PRACTICE
Good luck!!!