Using Reading Research as a Tool to Teach College Reading

1. Using Reading Research as a Tool to Teach College Reading Dr. Deborah Kellner University of Cincinnati CRLA Boston 2013 deborah.kellner@uc.edu

2. confronting the issues • ability • frustration • motivation • language • schema • text length • transitioning from discipline to discipline teacher, book, content, purpose, expectations

3. the assignments reading writing traditional textbooks digital text digital media magazine articles academic journals case studies news lab reports literature- novels and short stories journals essays summaries arguments reflective and/or response papers research papers lab reports short answers on tests essay answers on tests

5. the integrated reading course • course curriculum includes both literature and research on developmental and college level readers • responding to reading research through writing • strong emphasis on the meta-cognitive process • strong emphasis on acquiring reading skills for all content courses • strong emphasis on transferable skills

6. reading across disciplines students learn how to break down texts prove their understanding of texts analyze their texts transform the language of the text represent the text visually reconstruct meaning of the text students learn how to make meaning

7. the courses course reflection • describe the type of class are you enrolled in – class name, number of students, location • tell how often the class meets • describe the teaching style and habits • describe the reading requirements • describe the writing requirements • describe the grading policy - tests, quizzes, midterm, final, extra credit, papers • explain what you have to do to do well in this course

8. the books textbook reflection • compare and contrast this book to others you have used • describe the chapter layout (hint: each chapter is laidout in the same way in a textbook but every textbook differs in the way the chapter is laid out) • describe chapter length • describe other specific elements that are included • identify which parts of the chapter will be helpful to you • identify which parts of the chapter will be difficult • tell your overall reaction to working with this text • identify your goals for using this text and how you intend to complete those goals

9. the books textbook reflection Every chapter in my sociology book is built the same way with an introduction, information, pictures, charts, diagrams and a few questions. The book doesn’t really offer much aid. There are some critical thinking questions but no other aid in the book. There is a website where you can get help online. Each chapter is roughly 30 pages, but there are also a lot of pictures so there are probably around 24 pages of actual reading. My goal for reading this textbook is to understand and remember the information so that I will be able to pass my exam and pass the course.

10. understanding the skill • the single most factor in comprehension is what the reader already knows • reading comprehension and speed varies with purpose, content, and prior knowledge • text length can deter students • strategies help bring the reader into the text • it is a meta-cognitive process • writing skills correlate with reading skill • summary writing is a complex foundational process for all content areas

11. it’s not just about reading

12. reading across disciplines

13. it’s not just about reading ACT future research academic achievement behaviors goals

14. motivation and goals across disciplines What is so hard about this course? • attitude • interest • motivation • need • skill level • background knowledge

15. why research articles? content classes place enormous cognitive demands text structure mimics chapter layout text language mimics chapter vocabulary difficulty added focus to specific strategies to develop comprehension skills

16. why research articles? added focus on integration of information added focus on metacognition added focus on introspection

17. why research articles? • transferable developmental students benefit from strategy instruction that is

18. using the research Lord, Thomas. "Darn it, Professor. Just Tell Us What We Need to Know to Pass Your Course," Journal of College Science Teaching, Vol. 37, No. 3, Jan/Feb 2008, pp. 71-73.

19. text structure - no headings • tedious • time consuming • daunting • no additional aids • make meaning in creative ways

21. using the research GRAPHIC ORGANIZERS PREVIEWING FINDING THE MAIN IDEA

22. Preview the article Read the title. Read and highlight the first and last paragraph.

23. Connect to the topic What is the article about? What do you already know about this topic? Question the topic What question do you hope will be answered? What other question do you have about this topic?

24. Read and Highlight the first and last sentence of each paragraph What did you learn? Connect to the topic Add thoughts and feelings about this content. Do you agree or disagree? What experiences have you had that related to this content?

25. using the research Wenk, Laura and Tronsky, Loel. "First-Year Students Benefit From Reading Primary Research Articles,"Journal of College Science Teaching, Vol. 40, No. 4, Mar/Apr 2011, pp. 60-67.

26. text structure - headings • tedious • time consuming • daunting • text structure • additional aids • make meaning using structure and aids

27. using the research GRAPHIC ORGANIZERS PREVIEWING AND SKIMMING KNOWING WHAT TO LOOK FO LEARNING THE LANGUAGE

28. using the research KNOWING WHAT TO LOOK FOR FINDING MAIN IDEA NOTING SIGNIFICANT DETAILS

29. using the research Know the main components. Know the purpose of each component. Abstract Introduction Methodology Results Discussion References

30. reading the research Read research articles section by section • Understanding the research • Connect with the research • Write about the research • Critically evaluate the research

31. How to skim Read the title, author, abstract, and all the headings. Acknowledge the length of the article. What question is addressed? The headings are: a. b. c. d. e.

32. How to Read the Abstract This is a summary of the entire research project. It includes the purpose of the study, the hypothesis, the methodology –how the study was conducted, and the findings. Sometimes the abstract begins with the heading “Abstract” and sometimes there is no heading. In this case the abstract has no heading but is in italics on the first page of this article. What is the purpose of this study? What is the hypothesis? How was the study conducted – the methodology? What was the main finding?

33. How to Read the Introduction Read most of the first paragraph Now skim through the rest of the introduction noting the first and last sentences of each paragraph of the introduction. Highlight any main ideas. Identify the main idea of this introduction in 1-2 sentences:

34. How to Read the Methodolgy This section describes the study. It contains detailed information about who conducted the study – the principal investigator, where the study took place – the site, how the study was conducted (e.g. questionnaire, surveys, interview), who participated in the study - the participants or subjects - (e.g. college students, children, women, men between the ages of 50 and 70), what procedures were followed, and how was the data analyzed. Read the methods’ section carefully as this contains the bulk of information. Who conducted this study? (Principal Investigator or Co-investigators if there is more than one person conducting the study) How was this study conducted? Who participated in this study? (Participants or Subjects, sometimes referred to as N= ) What procedures were followed? How was the data analyzed?

35. How to Read the Results This section summarizes the data. Read enough of this section to be sure you understand the results. Highlight any main ideas. Identify the results of this study in one or two sentences: How to Read the Discussion The study’s results will be discussed here as well as suggestions for the need for further studies on the topic. Read the first and last sentence of each paragraph in this section. Highlight as you read. Identify the main idea of this section in one or two sentences:

36. How to Read the Charts and Graphs Read all charts, graphs, figures, and tables carefully. This article has figures and tables. Explain each in your own words: Figure 1: Figure 2: Figure 3: Figure 4 Table 1: Table 2: Table 3:

37. How to Read the References This a list of sources cited in the article such as books and articles. It also includes sources relevant to the topic. Use any of the cited sources for further research on your topic. Identify one source that you would be likely use if you had to do further research on the topic: Title: Author/s: Main Idea relevance VOCABULARY REVIEW Abstract Hypothesis Introduction Principal investigator Co-investigator Participants or subjects Procedures Discussion

38. using the research Taraban, R., Rynearson, K., Kerr, M. “College Students’ Academic Performance and Self Reports of Comprehension Strategy Use.” Reading Psychology, 21:283-308, 2000.

39. using the research READING FOR MEANING NOTING THE APPENDIX PARTICIPATING AND CONNECTING

40. using the appendix 35 item questionnaire: Rank the degree to which you use the following strategies when you are reading materials for school (textbooks, articles, reports). Highlighting, skimming, take notes, review, question……. Look for important information Draw on prior knowledge Infer information Set goals for reading Evaluate text for goals Vary style based on goals

41. using the appendix insights learned from this research

43. using the research Jo Hoffman, "Student-Created Graphic Organizers Bring Complex Material to Life," College Teaching, Vol. 51, No. 3, Summer 2008, pp. 105.

44. using the research NOTETAKING AND ORGANIZING OUTLINING GRAPHIC ORGANIZERS

45. mimicking the barrier unfamiliar language strategy • reading

46. mimicking the barrier Reading is a complex and purposeful sociocultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with the text. (Kucer, 2005)

47. unfamiliar language strategy • complex • purposeful • sociocultural • cognitive • linguistic • simultaneously • construct

48. why research articles? • embracing the role as a student • understanding how the mind works and how cognitive tasks are performed • thinking about thinking • modeling appropriate behaviors

49. why research articles? • transferable developmental students benefit from strategy instruction that is

50. metacognition THINK about what works students meta-cognitively think think about the strategies write about the strategies reflect on the strategies model the strategies