Text Book Reading
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
Student Learning Center 2010
1
Text Book Reading
• Read but do not recall
• Read part of assigned work
• Don’t read at all
Student Learning Center 2010
2
Text Book Reading
Why don’t students read?
 No quizzes on the reading.
 Professor never talks about the reading
assignment.
 Assignments too long.
Student Learning Center 2010
3
Text Book Reading
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
Student Learning Center 2010
4
Text Book Reading
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
Student Learning Center 2010
5
Text Book Reading
Semester Honors
Dean’s List = 3.40-3.69
Dean’s with Honors = 3.70-3.99
President’s List = 4.0
Student Learning Center 2010
6
Text Book Reading
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
Student Learning Center 2010
7
Text Book Reading
Take out a textbook.
Student Learning Center 2010
8
Text Book Reading
So Many Textbooks. . .
• Natural sciences
• Foreign languages
• Math
• Literature
• History
• Primary sources
Student Learning Center 2010
9
Text Book Reading
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
Student Learning Center 2010
10
Text Book Reading
Survey an Individual Assignment
• Title
• Introduction
• Sub-headings
• Topic sentences
• Visual aids
• Chapter summary, discussion questions, etc.
Student Learning Center 2010
11
Text Book Reading
Sample a paragraph to assess the following:
• Your Interest & concentration span
• The rate at which facts are presented
• The difficulty of the text
Student Learning Center 2010
12
Text Book Reading
Schedule Reading Time & Place
 Break the reading assignment into small,
manageable chunks of text.
 Schedule reading time for each chunk.
 Identify reading location.
Student Learning Center 2010
13
Text Book Reading
Questions
 What do you already know about this topic?
 What information do you hope to learn?
 What do you think the author might say?
Student Learning Center 2010
14
Text Book Reading
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.
Student Learning Center 2010
15
Text Book Reading
Read
Read the assignment you have surveyed, using
your questions as a guide.
Student Learning Center 2010
16
Text Book Reading
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.
Student Learning Center 2010
17
Text Book Reading
Review Notes & Check Knowledge
• Review your notes, outline, or marked
portions of the text
• Test your comprehension.
Student Learning Center 2010
18
Text Book Reading
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
Student Learning Center 2010
19