5.3 Reading Strategies¹

If you want to be a better swimmer, you practice. If you want to be a better reader, you practice. Read, read, read. Read about history, politics, world leaders, current events, sports, art, music—whatever interests you. Why? Because the more you read, the better reader you become. And because the more you read, the more knowledge you will have. Developing a foundation of background knowledge makes learning new knowledge easier.

In the book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca and Vacca postulate that a student’s prior knowledge is “the single most important resource in learning with texts.”²  Reading and learning are processes that work together. Students draw on prior knowledge and experiences to make sense of new information. “Research shows that if learners have advanced knowledge of how the information they’re about to learn is organized — if they see how the parts relate to the whole before they attempt to start learning the specifics — they’re better able to comprehend and retain the material.³

For example, you are studying astronomy and the lecture is about Mars. Students with knowledge of what Mars looks like, or how it compares in size to other planets or any information about Mars will help students digest new information and connect it to prior knowledge. The more you read, the more background knowledge you have, and the better you will be able to connect information and learn. “Content overlap between text and knowledge appears to be a necessary condition for learning from text.”⁴

There are a lot of recent advances in technology that have made information more accessible to us. If you are going to read a chemistry textbook, experiment with listening or watching a podcast or a YouTube video on the subject you are studying. Ask your instructor if they recommend specific websites for further understanding.

The Seven Reading Principles

Read the assigned material. This sounds like a no-brainer, but you might be surprised to learn how many students don’t read the assigned material. Often, it takes longer to read the material than had been anticipated. Sometimes it is not interesting and it causes you to procrastinate in reading it. Sometimes you are busy with other commitments and it is just not a priority. It makes it difficult to learn the information your instructor wants you to learn if you do not read about it before coming to class.

Read material when it is assigned. You will benefit exponentially from reading assignments when they are assigned, which usually means reading them before the instructor lectures on them. If there is a date for a reading on your syllabus, finish reading it before that date. The background knowledge you will attain from reading the information will help you learn and connect information when your instructor lectures on it, and it will leave you better prepared for class discussions. Further, if your instructor assigns you 70 pages to read by next week, don’t wait until the night before to read it all. Break it down into chunks. Try scheduling time each day to read 10 or so pages. It takes discipline and self-control but doing it this way will make understanding and remembering what you read much easier.

Take notes when you read. You may recall Hermann Ebbinghaus’ research from a previous chapter. He determined that 42% of information we take in is lost after only 20 minutes without review. For the same reasons that it’s important to take notes during lectures, it’s important to take notes when you are reading because the process of note-taking will help you concentrate, remember and review.

Relate the information to your experiences. This strategy is focused on making what you are studying important to you. Find a way to directly relate what you are studying to something in your life. If your attitude is “I will never use this information” and “it’s not important,” chances are good that you will not remember it.

Read with a dictionary or use an online dictionary. Especially with information that is new, you may not always recognize all the words in a textbook or know their meanings. If you read without a dictionary and you don’t know what a word means, you probably still won’t know what it means when you finish reading. Students who read with a dictionary (or who look the word up online) expand their vocabulary and have a better understanding of the text. Take the time to look up words you do not know. Another strategy is to try to determine definitions of unknown words by context, thus eliminating the interruption to look up words.

Ask your instructor when you have questions or if there are concepts you do not understand. Visiting an instructor’s office hours is one of the most underutilized college resources. Some students are shy about going, which is understandable, but ultimately, it’s your experience, and it’s up to you if you want to make the most of it. If you go, you will get answers to your questions; at the same time, you’ll demonstrate to your instructor that their course is important to you. Find out when your professor’s office hours are, they are often listed in the syllabus, and enjoy the opportunity to connect with your instructor.

Read it again. Some students will benefit from reading the material a second or third time as it allows them to better understand and retain the material. The students who understand the material the best usually score the highest on exams. It may be especially helpful to reread the chapter just after the instructor has lectured on it.

Strategies To Think About When You Open Your Textbook

In general, there are specific elements of a textbook chapter that are especially important in helping you discern key information. Start by reading the introduction and end of chapter or section summaries. These will help you understand what the main ideas and goals of the chapter are. Look at what you are reading and how it is connected with other areas of the class. How does it connect with the lecture? How does it connect with the course description? How does it connect with the syllabus or with a specific assignment? What piece of the puzzle are you looking at and how does it fit into the whole picture?

While reading, focus on topic sentences. Topic sentences are where the author outlines the most important aspects of that paragraph. It probably goes without saying but anything that is bolded or set off from default print size and style, demands your attention.  “Side bars”, which are boxes of related information will also highlight interesting and related information.  Side bars can include statistics, brief biographies of authors or persons of note related to the chapter content, price points on brochures for businesses, charts, graphs, photographs, and/or illustrations.  The end of each section or chapter may also contain study questions and/or glossary terms.  Study questions are particularly important tools for self testing.  While they usually appear at the end of a section, a good rule of thumb is to revise the study questions before you begin reading. Try and answer the questions as you move through the chapter–this will help keep your attention and aid you in identifying key information.

Highlighting is not recommended while reading because there is not evidence supporting it helps students with reading comprehension or higher test scores.⁵  Highlighting can be a passive way of engaging with readings and often students have a tendency to highlight significantly more information than they need to, making it difficult to review important information in advance of an exam or quiz.

Finally, one of the biggest challenges we see students have with reading is accurately assessing how long it will take to read what is assigned. In many cases, it’s important to break the information up in chunks rather than to try and read it all at once. If you procrastinate and leave it until the day before it needs to be read, and then find out it will take you longer than you anticipate, it causes problems. One strategy that works well for many students is to break the information up equally per day and adjust accordingly if it takes longer than you had thought. Accurately estimating how much time it will take to practice the seven reading principles applied to your reading assignments is a skill that takes practice.

It’s Not All Equal

Keep in mind that the best students develop reading skills that are different for different subjects. The main question you want to ask yourself is: Who are you reading for? And what are the questions that drive the discipline? Reading texts, blogs, leisure books and academic articles are all different experiences, and we read them with different mindsets and different strategies. The same is true for textbooks. Reading a mathematics textbook is going to be different than reading a history textbook. Further, students may be assigned to read scientific journals or academic articles. Scholarly articles require a different kind of reading and librarians are a resource for how to find and read this kind of information. Applying the principles in this chapter will help with your reading comprehension, but it’s important to remember that you will need to develop specific reading skills most helpful to the particular subject you are studying.

Citations

1. Dillon, Dave. Blueprint for Success in College and Career. OER Commons. https://press.rebus.community/blueprint2/. CC BY 4.0
2. Richard T. Vacca and Jo Anne L. Vacca, Content Area Reading: Literacy and Learning across the Curriculum, 6th ed. (Menlo Park, CA: Longman, 1999).
3. Joe Cuseo, Viki Fecas and Aaron Thompson, Thriving in College AND Beyond: Research-Based Strategies for Academic Success and Personal Development, (Dubuque, IA: Kendal Hunt Publishing, 2010), 115.
4. W. Kintsch, “Text Comprehension, Memory, and Learning,” American Psychologist 49 no. 4 (1994): 294-303, http://dx.doi.org/10.1037/0003-066X.49.4.294.
5. Lucy Cui, “MythBusters: Highlighting Helps Me Study,” Psychology in Action, accessed April 27, 2018, https://www.psychologyinaction.org/psychology-in-action-1/2018/1/8/mythbusters-highlighting-helps-me-study.