text book reading 1 first-year brockport students report almost unanimously that they are...
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Text Book Reading1
First-year Brockport students report almost unanimously that they are overwhelmed with both the volume and difficulty of their textbook reading assignments.
Early Warning Advisement Survey
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Students report that they• Read but do not recall, • Read part of assigned work, or• Don’t read at all.
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Why don’t students read?
• No quizzes on the reading.• Professor never talks about the reading
assignment.• Assignments too long.
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Why should students read?• Supplement class lecture and notes.• Prepare for class note-taking and listening.• Build on previous knowledge.• Read to learn, write to learn, talk to learn.• A positive correlation between reading and
overall success in class
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Grade Level of Accomplishment Quality Points
A Highest Level of Work 4.00
A- 3.67
B+ 3.33
B Better than Average Work 3.00
B- 2.67
C+ 2.33
C Average Work 2.00
C- 1.67
D+ 1.33
D 1.00
D- Minimum Level of Passing Work 0.67
E Failing Work 0.00
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Semester HonorsDean’s List = 3.40-3.69Dean’s with Honors = 3.70-3.99President’s List = 4.0
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Goals for Reading• Identify the most important points
quickly• Distinguish between main ideas and
details• Comprehend information quickly• Sort and situate information into
memory• Review for exams efficiently
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Please take out a textbook.
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So Many Textbooks. . .• Natural sciences• Foreign languages• Math• Literature• History• Primary sources
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Survey the Text as a Whole• title, author, date• preface, introduction, purpose, thesis,
approach• table of contents, topics, subtopics,
organization• chapter highlights, summaries, study
questions, appendices
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Survey an Individual Assignment• Title• Introduction• Sub-headings• Topic sentences• Visual aids• Chapter summary, discussion questions, etc.
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Student Learning Center 2010
12
Sample a paragraph to assess the following:• Your Interest & concentration span• The rate at which facts are presented• The difficulty of the text
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Schedule Reading Time & Place• Break the reading assignment into small,
manageable chunks of text.• Schedule reading time for each chunk.• Identify reading location.
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Ask Questions• What do you already know about this
topic?• What information do you hope to learn? • What do you think the author might say?
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Form Questions• Turn each of the main points found in the
introduction, sub-headings, topic sentences, or summary into a question.
• Use these questions to guide your reading.
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Read Read the assignment you have surveyed,
using your questions as a guide.
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Take Notes & Talk • Restate the main points and supporting
details in you own words while you read.• Mark the text to indicate main points,
definitions, characteristics, examples, and conclusions.
• Use numbers to indicate important series of information.
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Review Notes & Check Knowledge• Review your notes, outline, or marked
portions of the text • Test your comprehension.
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Summary• Note the differences in textbooks from
discipline to discipline. • Preview assignment.• Schedule reading time.• Form questions.• Write and talk to improve comprehension• Test your understanding of information