Beruflich Dokumente
Kultur Dokumente
http://ctl.byu.edu/node/329
People
go
to
sleep
over
good
books
not
because
they
are
unwilling
to
make
the
eort,
but
because
they
do
not
know
how
to
make
the
eort.
Good
books
are
over
your
head;
they
would
not
be
good
for
you
if
they
were
not.
And
books
that
are
over
your
head
weary
you
unless
you
can
reach
up
to
them
and
pull
yourself
up
to
their
level.
It
is
not
the
stretching
that
@res
you,
but
the
frustra@on
of
stretching
unsuccessfully
because
you
lack
the
skill
to
stretch
eec@vely.
To
keep
on
reading
ac@vely,
you
must
have
not
only
the
will
to
do
so,
but
also
the
skill
the
art
that
enables
you
to
elevate
yourself
by
mastering
what
at
rst
sight
seems
to
be
beyond
you.1
Of
the
twenty
principles
taught
in
Student
Development
305
Advanced
Reading
Strategies
for
College
Success,2
several
have
been
idenEed
by
students
as
having
made
the
most
dierence
in
their
reading
of
challenging
texts.
Below
are
the
ve
top
strategies
students
wish
they
had
known
earlier
in
their
college
careers.
(All
are
taken
from
Learn
More
&
Read
Faster,2
the
handbook
for
the
course.
The
sources
and
inspiraEons
for
these
strategies
are
given
there.)
1.
BEFORE
READING:
Preview
&
Build
An:cipa:on
2.
BEFORE
READING:
Set
Purpose
3.
DURING
READING:
Synthesize
Along
the
Way
4.
DURING
READING:
Ask
Ques:ons
5.
AFTER
READING:
Explain
1. BEFORE
READING:
Preview
&
Build
An:cipa:on
T.H.I.E.V.V.E.S.
with
Snatches.
Previewing,
looking
over
a
text
before
reading
it
carefully,
is
considered
a
key
strategy
of
eecEve
readers.
The
three
main
funcEons
of
previewing
are
to
see
how
a
text
is
put
together,
to
realize
the
content
of
what
you
will
be
learning
and
thereby
build
or
bring
to
memory
background
knowledge
about
the
topic,
and
to
give
you
enough
of
the
content
to
set
valuable
purposes
for
reading
it
more
carefully.
Building
anEcipaEon,
a
separate
principle
from
previewing
but
oUen
done
at
the
same
Eme,
moEvates
you
to
become
engaged
and
commiVed
to
reading
an
academic
text.
It
takes
reading
out
of
the
realm
of
going-through-the-moEons
and
puts
your
mindset
solidly
in
the
realm
of
I
have
much
I
want
to
learn
from
this
and
I
want
to.
T.H.I.E.V.V.E.S.
with
Snatches
is
one
strategy
for
doing
this,
although
there
are
others
(see
Six
Ways
to
Become
Fascinated
by
a
Boring
Text
).
Preview the content of a chapter of the text. Ask yourself:
What is the problem the author is trying to solve or the main message he/she is trying to put across?
What does the author want me to learn from this text? My professor?
Skim parts of the entire chapter with the goal of seeing key facts and concepts.
T.H.I.E.V.V.E.S.1 is an acronym for text features that can help you complete a useful preview of the text. So
get the goods from this text by looking at and thinking about each of the following as you come upon them
in the text:
Title
Headings
Introduction
Every first sentence of sections or paragraphs2
Visuals
Vocabulary, often bolded
End questions or Every author-generated question
Summary
Snatches helps build anticipation. While you are previewing, snatch here and there a look at a picture, a
graphics, and always a sentence randomly or purposefully selected from the text. Then ask, What
interesting and important things might I learn from this text?
From this brief preview, make your best attempt to state the main message or problem. List what seems to
be the essential content in the chapter.
Foot Notes
1. Manz (2002).
2. We read the first sentence because that it usually contains the main point of the paragraph or section.
OHear and Aikman (1996) found that 63% of the main ideas in 12 contemporary bestsellers were positioned
in the first sentence of the paragraph. The main point is not always there but enough of the time, especially
in informational texts, to make it worth reading this sentence in a preview of the text. Furthermore, doing so
leads you to predict, thus building your anticipation for reading the text.
2.
2. BEFORE
READING:
Set
Purpose
Launch.
SeZng
a
purpose
before
reading
declares
your
desEnaEon.
If
you
are
going
on
a
journey,
having
a
desEnaEon
helps
in
you
make
decisions
along
the
way.
You
know
where
you
are
headed
and
what
you
want
to
accomplish
along
the
way.
The
student
who
took
ve
hours
to
read
twelve
pages
wanted
to
get
everything
out
of
the
text.
Well,
ve
hours
is
not
nearly
enough
Eme
to
do
that.
It
is
like
saying
I
want
to
explore
every
rock
and
gully
in
Utah.
Five
hours
wont
do
it.
This
is
not
only
an
unrealisEc
purpose,
it
is
detrimental
to
accomplishing
your
long
term
academic
goals.
There
are
many
other
important
reasons
to
set
purposes.
Launch
lists
useful
steps
for
seZng
purposes
for
reading.
Closely
connected
is
AFTER
READING:
Check
Purpose
Met
Purpose?
because
you
will
want
to
follow
through
to
be
sure
you
met
your
purposes
for
reading.
After you have set a purpose and have read the text, confirm to yourself that you have indeed met your
purposes for reading it.
If your purpose is specific and active enough to prove that you have met it, do the action.
What were the purposes you set originally before reading this text? How did you come to those
purposes?
Did you stick with those purposes throughout the reading? If you changed purposes midstream, why
did you? Was this a move to more useful purposes? Should you have stayed with your original
purposes? Why or why not?
After reading, what did you realize you most wanted and needed to gain from this text?
3. DURING
READING:
Synthesize
Along
the
Way
Download.
Synthesizing
Along
the
Way
means
pulling
together
the
pieces
of
what
you
are
learning
at
points
during
the
journey
of
reading
a
text.
Synthesizing
involves
explicitly
looking
for
related
words,
concepts,
and
ideas
in
the
text
and
using
them
to
construct
a
main
idea
or
summary
statement.
This
DURING
principle
involves
stopping
aUer
a
secEon
of
text
and
noEng
what
you
are
learning
from
the
reading.
You
do
this
quickly,
just
enough
to
hold
the
informaEon
unEl
you
can
think
more
deeply
about
it
later.
Downloading
is
a
quick
way
to
do
this.
Five patterns for QUICK DOWNLOADING are Slash, Linear, Web, Pictorial, and Random. The reason to do
a quick download during reading is to hold the meaning of what you just read so you can move on. You
record that meaning as words or phrases rather than sentencesyou are distilling the key information; you
are creating a visual with relationships among the parts which will facilitate recall later; you are synthesizing
along the way.
After reading a section of the text:
Select one of the Download Patterns below that fits your style and the text, OR make up a pattern of
your own. These can be effective, fast, and memorable ways to take notes of your reading, and you
can keep adding to them as you read.
On a separate sheet of paper be sure to label with text name and page number
On a sticky note can write more, can transfer to another sheet, can keep a borrowed text clean
More information about these downloads may be found in Frank (1990, Remember Everything You Read,
104-121), Chapter 6:
4.
DURING
READING:
Ask
Ques:ons
Profs
Ques=ons
and
My
Ques=ons.
Asking
Ques@ons
is
approaching
a
text
with
wonder.
Asking
genuine
quesEons
is
more
important
for
learning
than
having
pat
answers.
Reading
with
quesEons
in
mind
is
an
important
part
of
criEcal
reading;
you
challenge
ideas
and
demand
an
understanding
of
the
authors
meaning
and
purpose.
As
you
try
to
answer
your
quesEons,
do
not
be
saEsed
with
shallow
answers.
Go
beyond
the
text
if
necessary.
Appreciate
that
the
best
quesEons
have
no
ready
answers.
Some
quesEons
take
days,
years,
or
centuries
to
answer
while
some
may
never
have
sure
answers
but
are
quesEons
sEll
worth
asking
and
thinking
about.
Good
quesEons
change
the
world.
When
you
sustain
your
quesEons,
ponder
them,
and
allow
them
to
give
birth
to
new
quesEons;
you
are
becoming
a
scholar.
Nothing
is
a
more
important
tool
for
a
scholar
than
asking
good
quesEons.
You
have
been
asking
quesEons
since
you
could
talk;
it
is
a
natural
way
of
being
in
the
world.
Bring
that
same
curiosity
to
the
text.
Ask
quesEons
BEFORE
you
read
to
give
purpose
for
readingto
discover
answers
you
really
want
to
know.
Ask
quesEons
DURING
reading
to
clarify
meaning,
to
probe
for
understanding,
to
be
metacogniEvely
aware,
and
to
gain
new
insights.
Ask
quesEons
AFTER
reading
to
review,
to
reect
on
the
signicance
of
what
you
have
learned,
and
to
generate
new
thinking.
One
strategy
for
asking
quesEons
when
you
are
in
the
survival
mode
is
Profs
Ques@ons.
Beyond
that
are
asking
your
own
quesEons,
SocraEc
quesEons,
and
probing
quesEons
for
criEcal
and
creaEve
thinking,
but
that
is
not
our
purpose
for
now.
Suce
it
to
say:
Do
not
let
Profs
Ques@ons
be
your
only
quesEons.
5.
AFTER
READING:
Explain.
Be
the
Teacher.
Explaining
is
partly
retelling
but
is
also
providing
examples,
connecEng
to
informaEon
outside
of
the
text,
and
jusEfying
your
outlook
on
the
content.
Understanding
goes
beyond
mere
knowledge
of
facts,
giving
back
on
tests
the
ocial
theory
of
the
textbook
or
professor,
or
telling
someone
about
it.
Making
yourself
explain
what
you
understand
pushes
you
to
a
higher
level
of
comprehension.
ExplanaEon
involves
the
following
:
1.
Giving valid evidence and argument for a view and being able to defend that view against other views
Seeing
the
guiding
principles
behind
the
problem,
phenomenon,
or
fact;
seeing
the
principles
that
clarify
and
give
value
to
the
facts
There
are
strong
reasons
for
explaining
what
you
are
learning.
The
strategy
used
to
apply
this
principle
is
Be
the
Teacher.
Trying to explain gives you feedback about the state of your knowledge. If you cant explain what you
have read, you probably do not understand it. Explaining shows you where the holes are in your
understanding and motivates you to search for answers and a more complete view.
Explaining well gives you a sense of ownership over the material. You can do more than parrot
informationit is yours because of all the connections you have made to the text in the act of
explaining it. You have become a co-author of this text.
Explaining deepens your understanding. In the very act of explaining, the information becomes
clear to you. The examples you generate and the questions your listener asks help you formulate
your understandings that would not have happened without this opportunity to explain. You talk
your way to a fuller understanding and toward more insights about the ideas in the text.
Explaining forces you to see the organization of your learning so you can present it in a coherent way.
It compels you to formulate a coherent synthesis at the start of the explanation and then to express
how the parts relate to each other.
The multisensory experiences involved in explaining a text (saying, hearing what you say, using
gestures, drawing it, listening to others reactions, rereading parts to emphasize, pointing to the text,
showing an illustration, etc.) make remembering the material easier because it has been put into
long-term memory from several angles.
Explaining to someone can also strengthen memory because of the social connections made to the
material. You will remember the material better because you will recall the situationthe place, the
people, the feelings while explaining, the questions that came up, the discussionall contribute to
being able to recall the information.
First
of
all,
realize
that
these
strategies
are
the
beginning
of
academic
reading,
not
the
end.
They
help
students
come
to
a
basic
understanding
of
the
text
and
help
them
nish
their
texts
in
a
Emely
manner.
When
they
feel
capable
of
nishing
their
reading
assignments
with
understanding,
they
are
then
ready
for
probing,
criEcal,
and
analyEcal
scholarly
reading.
First
though,
what
can
you
do
as
a
professor
to
help
students
take
advantage
of
the
benets
of
these
ve
basic
reading
strategies?
Here
are
just
a
few
suggesEons:
Since
these
strategies
come
from
the
expert-reader
research3
and
because
you
are
the
expert
reader
in
your
classroom,
share
your
own
experiences
reading
the
tough
texts
in
your
eld.
Research
of
professors
here
at
BYU4
shows
that
we
do
these
variaEons
of
these
strategies
but
we
probably
learned
them
the
hard
way
through
trial,
error,
and
long
experience.
When
you
give
a
new
reading
assignment,
suggest
one
or
more
of
the
strategies
you
feel
will
be
especially
helpful
in
learning
from
that
text
assignment
for
your
learning
objecEve.
Because
having
a
strong
purpose
for
reading
is
powerful
in
guiding
ones
reading,
you
can
give
students
purposes
for
reading.
The
purpose
can
be
as
generic
as
To
learn
something
fun.
To
challenge
my
current
percepEons.
To
prepare
to
teach
others,.4
or
it
can
be
as
targeted
as
Draw
the
respiratory
system
from
memory
and
describe
in
detail
the
purposes
and
funcEons
of
each
part
of
this
system.
Students
common
purpose,
of
To
pass
the
quiz,
is
useless
for
focusing
and
guiding
ones
reading.
Challenge
students
to
come
up
with
their
own
important
purposes
specic
to
the
text
and
have
them
share
these
in
class
on
the
due
date
of
the
reading.
How
did
they
come
up
with
the
purposes?
How
did
these
purposes
help
them
learn
from
the
text?
Adapt
the
handouts
linked
to
this
Ep
to
your
discipline
and
give
students
a
hard
or
electronic
copy.
Introduce
it
and
encourage
them
to
use
it.
Remind
and
discuss
it
aUer
they
have
had
experience
trying
the
strategy
with
your
assigned
readings.
What
did
you
try?
How
did
it
work
for
you?
Why?
Launch
Met Purpose?
Downloading PaVerns
Profs QuesEons
Be
the
Teacher
Hold
a
quick
discussion
with
students
about
what
consEtutes
eecEve
approaches
to
academic
reading
(supporEng
yourself
BEFORE,
DURING,
and
AFTER
reading.).
Ask
several
readers
to
report
to
the
class
what
they've
been
doing
that
has
helped
them
successfully
read
your
texts
in
terms
of
rate,
basic
comprehension,
and
higher
order
criEcal
thinking.
Hold
a
contest
for
the
students
who
can
predict
the
most
quesEons
you
give
on
a
quiz
or
exam.
Encourage
students
to
form
study
groups
and
have
them
share
their
strategies
for
reading
well
in
preparaEon
for
the
study
group.
Suggest
they
do
Be
the
Teacher
during
the
study
group
sessions.
Addi:onal
Resources
1.
Adler,
M.J.
&
Van
Doren,
C.
(1972).
How
to
read
a
book:
The
classical
guide
to
intelligent
reading.
New
York:
Simon
&
Schuster.
2.
Isakson,
M.
B.
with
Isakson,
R.
L.,
&
Windham,
I.
(2011).
Learn
More
&
Read
Faster.
Provo,
UT:
BYU
Publishing.
3.
See
Pressley,
M.,
&
Aerbach,
P.
(1995).
Verbal
protocols
of
reading:
The
nature
of
construcEvely
responsive
reading.
Hillsdale,
NJ:
Lawrence
Erlbaum
for
a
review
of
38
expert-reader
studies.
Also
see
Flippo,
R.
F.,
&
Caverly,
D.
C.
(2009).
Handbook
of
college
reading
and
study
strategy
research,
2nd
ed.
New
York:
Routledge
(Taylor
&
Francis).
4.
Isakson,
M.
B.,
Gilbert,
J.
B.,
Isakson,
R.
L.,
&
Loud,
Z.
S.
(ms
in
prep).
How
Undergraduates
and
Professors
Read
Academic
Texts
and
ImplicaEons
for
Teaching.
You
may
request
a
copy
of
the
nal
report
at
marne_isakson@byu.edu.