I READ IT, BUT I DON’T GET IT

1. I READ IT, BUT I DON’T GET IT Active Reading Strategies

2. How is reading defined? Reading is defined as “...a complex system of deriving meaning from print that requires all of the following: • the skills and knowledge to understand how phonemes, or speech sounds, are connected to print; • the ability to decode unfamiliar words; • the ability to read fluently; • sufficient background information and vocabulary to foster reading comprehension; • the development of appropriate active strategies to construct meaning from print; • the development and maintenance of a motivation to read. Partnership for Reading www.nifl.gov/partnershipforreading/explore/reading_defined.html

3. What is Reading Comprehension?

4. What is Reading Comprehension? • The simplest definition of reading comprehension is to understand what you read. • Those who have studied reading prefer a definition that emphasizes that good readers work at understanding—they are active and intentional, constructing meaning by using the message in the text and their own prior knowledge. • Reading comprehension requires interacting with text in various ways.

5. Comprehension requires considerable work form the reader . . . • The process of reading comprehension is mostly invisible. • Efficient readers may appear to be simply “running their eyes over the text.” It isn’t obvious that a lot of strategic thinking is going on.

6. Comprehension breakdowns • Evidence suggests that many readers are not aware that they have a comprehension problem: they often don’t know how much they’re missing! • Some people read without “demanding it make sense,” or fail to make important inferences and connections because of limited background knowledge. • Passively “just reading” will lead to a comprehension breakdown. • Comprehension requires active comprehension monitoring strategies (a.k.a. active reading strategies).

7. Active Reading Strategies: What works for you? • Take a moment to think about what you do when you read? • How do you keep yourself “engaged” in what you are reading & not let your mind wander? • How do you concentrate when you are reading something dull & boring? • Discuss your own active reading strategies with a partner or write them down in your notebook.

8. Active Reading Strategies • Not being an efficient reader with good comprehension doesn’t mean that you are not intelligent; it simply means that you haven’t learned certain key reading strategies. • Experiment with some different methods we discuss today and see what works for you. • The goal is to develop a reading system which will help you in the long term, not just for this class, but for your entire academic career & life!

9. Active Reading Strategies • Read sitting up, with a good light, at a desk or table (not in bed!) • Eliminate distractions. Keep background noise to a minimum. Loud music or the TV in the background will not help your concentration. TURN YOUR CELL PHONE OFF! • Keep a planner/calendar/to-do list to eliminate mental clutter. Schedule enough time to get reading assignments done without feeling rushed. • Increase self-confidence/eliminate negative self-talk “I don’t get this. This is stupid. I’m stupid.” • Before beginning to read, think about your purpose for reading. Is it to study for a test, get general background knowledge, or for entertainment?

10. Active Reading Strategies (continued) • Preview the reading. Look at the title of the piece and the subheadings. What is in bold print or stands out? Are there any pictures or graphs? Read the introduction and conclusion, then go back and read the whole assignment. Or read the first line in every paragraph to get an idea of how the ideas progress. Then go back and read from the beginning. • Write as you read. Take notes and talk back to the text—mark up the pages; write down what interests or bores you. Be discriminate with your highlighter! • If you get stuck or confused about something in the reading, think and write about your confusion. Confusion is important because it’s the first stage in understanding. • When the material gets really difficult, slow down and reread sections. • Break long assignments into segments. Read 10 pages and then do something else. Later, read the next 10 pages and so on. Or try the 50:10 ratio.

11. Active Reading Strategies (continued) • Read prefaces and summaries of textbooks to learn important details about the book. Look at the table of contents for information about the organization of details. Use the index to look up unfamiliar terms. • Interpret or translate difficult material into your own words. • Answer these questions in your own words: What is the author talking about? What does the author want me to get out of this? What the @#$! is the point? • Review the ideas in the text after you finish reading. Ask yourself questions to determine what you got out of the reading. Answer end-of-the-chapter questions & review tests. • Ask questions in class about parts of the text that you didn’t understand. • Consult another source. What does another author have to say on the same topic? Google it!

12. Avoiding distractions Discuss the following questions with a partner or in a small group: • How many text messages do you receive and send each day? Do you stop what you are doing and check your phone every time you receive a message or an alert? • How many phone calls do you make and receive each day? How much time do you spend talking on the phone each day? • How many hours do you spend on the Internet each day? On which websites do you spend the most time? • Are there any people in your life who distract you from getting your work done? • What other distractions do you have in your life?

13. Avoiding distractions . . . What can you do to avoid distractions when you need to get your work done? (Journal about your answer)

14. Q: How do you know when you’re stuck, confused or “not getting it?” • The inner voice inside your head stops its conversation with the text, and instead you only “hear” yourself pronouncing the words. • The “movie” inside your head shuts off, and you cannot visualize what you are reading. • Your mind begins to wander and you catch yourself thinking about something far removed from the text (for example, your “to do” list or a party you just attended). • You cannot remember or retell what you just read.

15. Q: When you know you’re stuck, confused or “not getting it,” how can you get yourself “unstuck”? • Make a connection between what you’re reading and: • Your own life, or • Something you’ve read before, or • Something you’ve seen on TV or in a movie • Make a prediction or try to anticipate what’s coming next in the reading. • Stop and think about what you’ve already read. • Ask yourself questions about what you’re reading, and then read on to see if you can find the answers. • Reflect in writing on what you have read. You may even want to write brief summaries in the margins. • VISUALIZE WHAT YOU ARE READING! You want to have a “movie” of what you’re reading playing in your mind. • Use print conventions to help guide your understanding. Often authors will use headings, sub-headings, and bold print or italics to emphasize the most important information. • Retell what you just read to a friend, family member or even talk to yourself! • RE-READ!!! • Notice patterns in text structure (the patterns in which the author organized the information) and keep your eye out for signal words(e.g. “In addition. . .”) • Adjust your reading rate: slow down or speed up.

16. Active Reading Experiment

17. POP QUIZ!!! • Turn in your articles—write your name on them • Number a piece of paper 1-10! • Let’s see which group of readers does best • Which group (1, 2, 3 or 4) do you think will score best?

18. Active Reading Quiz 1. What was the title of the article you just read? a. How to pay for college b. How credit cards can hurt your career c. How bad credit can hurt your career d. How to build good credit for your job search

19. Active Reading Quiz 2. What was the reason Jewel Shaw (the waiter referenced in the article) was turned down for a job he had interviewed for? a. He had too much credit card debt b. He defaulted on his student loan c. He defaulted on his mortgage d. He had declared bankruptcy

20. Active Reading Quiz 3. According to the article, why do employers want to hire employees with good credit? a. So their companies will look more financially stable b. So their employees will expect lower wages c. So they can trust their employees with their client’s financial information d. So their employees will stay in their jobs longer

21. Active Reading Quiz 4. After being rejected for a job due to his poor credit, what did Jewel Shaw begin to do? a. Pay off his student loan b. Regularly review his credit report c. File for bankruptcy d. Both a & b e. None of the above

22. Active Reading Quiz 5. In the section of the reading, “Here are ___ things to know about credit and your job,” how many ‘things’ were mentioned? a. 3 b. 4 c. 5 d. 6

23. Active Reading Quiz 6. According to the article, who can check your credit report? a. Your current employer b. Future (potential) employers c. An employer who is considering you for a promotion d. An employer who would hire you to work with money e. All of the above

24. Active Reading Quiz 7. True or false—Employers can see your credit score? a. True b. False

25. Active Reading Quiz 8. The article mentions that as your potential salary increases, more of your credit history is analyzed. In particular, if you’re being considered for a job that pays more than what amount annually does an employer look at a more in-depth report of your credit? a. $35,000 b. $45,000 c. $50,000 d. $75,000 e. $100,000

26. Active Reading Quiz 9. According to the article, could an employer see financial mishaps—such as bankruptcies or tax liens that are more than seven years old? a. Yes b. No

27. Active Reading Quiz 10. When was this article published? a. January 2008 b. January 2009 c. January 2010 d. January 2011 e. January 2012

28. Active Reading Quiz Answers • C • B • C • D • B 6. E 7. B 8.D 9.A 10. D Which group scored highest?