7 CRITICAL READING STRATEGIES

1. Previewing: Learning about a text before really reading it.

Previewing enables readers to get a sense of what the text is about
and how it is organized before reading it closely. This simple strategy
includes seeing what you can learn from the headnotes or other
introductory material, skimming to get an overview of the content and
organization, and identifying the rhetorical situation.
2. Contextualizing: Placing a text in its historical, biographical, and
cultural contexts.
When you read a text, you read it through the lens of your own
experience. Your understanding of the words on the page and their
significance is informed by what you have come to know and value
from living in a particular time and place. But the texts you read were
all written in the past, sometimes in a radically different time and
place. To read critically, you need to contextualize, to recognize the
differences between your contemporary values and attitudes and those
represented in the text.
3. Questioning to understand and remember: Asking questions about
the content.
As students, you are accustomed (I hope) to teachers asking you
questions about your reading. These questions are designed to help
you understand a reading and respond to it more fully, and often this
technique works. When you need to understand and use new
information though it is most beneficial if you write the questions, as
you read the text for the first time. With this strategy, you can write
questions any time, but in difficult academic readings, you will
understand the material better and remember it longer if you write a
question for every paragraph or brief section. Each question should
focus on a main idea, not on illustrations or details, and each should be
expressed in your own words, not just copied from parts of the
paragraph.
4. Reflecting on challenges to your beliefs and values: Examining
your personal responses.
The reading that you do for this class might challenge your attitudes,
your unconsciously held beliefs, or your positions on current issues. As
you read a text for the first time, mark an X in the margin at each point
where you feel a personal challenge to your attitudes, beliefs, or
status. Make a brief note in the margin about what you feel or about
what in the text created the challenge. Now look again at the places

you marked in the text where you felt personally challenged. What
patterns do you see?
5. Outlining and summarizing: Identifying the main ideas and restating
them in your own words.
Outlining and summarizing are especially helpful strategies for
understanding the content and structure of a reading selection.
Whereas outlining reveals the basic structure of the text, summarizing
synopsizes a selection's main argument in brief. Outlining may be part
of the annotating process, or it may be done separately (as it is in this
class). The key to both outlining and summarizing is being able to
distinguish between the main ideas and the supporting ideas and
examples. The main ideas form the backbone, the strand that holds
the various parts and pieces of the text together. Outlining the main
ideas helps you to discover this structure. When you make an outline,
don't use the text's exact words.
Summarizing begins with outlining, but instead of merely listing the
main ideas, a summary recomposes them to form a new text. Whereas
outlining depends on a close analysis of each paragraph, summarizing
also requires creative synthesis. Putting ideas together again -- in your
own words and in a condensed form -- shows how reading critically can
lead to deeper understanding of any text.
6. Evaluating an argument: Testing the logic of a text as well as its
credibility and emotional impact.
All writers make assertions that they want you to accept as true. As a
critical reader, you should not accept anything on face value but to
recognize every assertion as an argument that must be carefully
evaluated. An argument has two essential parts: a claim and support.
The claim asserts a conclusion -- an idea, an opinion, a judgment, or a
point of view -- that the writer wants you to accept. The support
includes reasons (shared beliefs, assumptions, and values) and
evidence (facts, examples, statistics, and authorities) that give readers
the basis for accepting the conclusion. When you assess an argument,
you are concerned with the process of reasoning as well as its
truthfulness (these are not the same thing). At the most basic level, in
order for an argument to be acceptable, the support must be
appropriate to the claim and the statements must be consistent with
one another.
7. Comparing and contrasting related readings: Exploring likenesses
and differences between texts to understand them better.
Many of the authors we read are concerned with the same issues or
questions, but approach how to discuss them in different ways. Fitting a text

into an ongoing dialectic helps increase understanding of why an author

approached a particular issue or question in the way he or she did.

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Reading Strategies

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Below are some strategies for active reading and studying. We hope it
helps!
Learning Outcomes

Students will learn what factors hinder reading efficiency and

intervention techniques to improve

Students will learn techniques to improve their reading speed and

comprehension

Student will learn to view reading as an active process

Student will learn to use his/her textbook as an essential tool

Student will understand different active learning methods and choose

the best one to fit the course (e.g. SQ3R)

Knowing what you need to get out of your reading will help you choose
the appropriate learning strategy and set your reading speed. The
appropriate choice helps to maximize comprehension and reading
efficiency. Having a planned reading schedule with realistic and
attainable goals will ensure a successful learning outcome. The plan must
consist of organization, time management, an understanding of what
should be learned, consistent review and recall to monitor
comprehension, and a way to assess results (ability to fluidly recall
information presented in chapters read). An active reading method like
SQ3R encompasses all of the parts of the described plan. Before an
active reading method can be learned successfully, the reader must
analyze their reading skills and rate.
There are many factors that contribute to slow reading speed. These
factors may point to reading problems that must be addressed before you
can increase your reading speed for maximum benefit. Three of the main
factors that inhibit reading efficiency are poor concentration, vocabulary,
and comprehension.
Concentration

Are you unable to concentrate for a specific block of time that allows
you to complete a task (e.g. reading a full text chapter)?

Are you easily distracted by others while reading?

Are you distracted by internal thoughts and your environment while

reading?

If you answered yes to one or all of the above questions then

concentration may be an issue for you. To combat this issue you
must:

Break up your reading into small sections - the text naturally does
this for you by introducing each topic by heading. Read the first
heading and turn it into a question. For example, PHOTOSYNTHESIS.
Turn this into the question -What is photosynthesis? Now read that
section. Periodically evaluate if you are concentrating. If not, why
and diffuse the situation. Are you daydreaming? Stop the thought,
refocus, and begin reading again. Are you getting tired? Stand up
and stretch or pace while reading. When you are done with that
section write down the answer to the question. Count how many

paragraphs you were able to read in the short period of time. Keep
yourself accountable for the time you use.

Take breaks between reading sections. After each break try to recall
what was previously read before starting the new section. After
practicing this technique consistently, your ability to concentrate
for longer periods of time should increase.

The environment you create to study has a great impact on your ability to
concentrate.

Where do you study?

What type of environment allows you to stay focused?

Do you have an organized process for studying?

Most students go to the library, to an extra classroom, or stay in their

dorm rooms to study but are these places the best for optimum
concentration?
1. Are there numerous distractions where you study (e.g. television, play
station, telephone...)?
2. Is your study area organized or do you have to search for your texts,
assignments?
3. Is the chair you use uncomfortable or to comfortable?
4. Is the area quiet or to quiet (some need "white noise" in order to
focus).
By answering these questions then making appropriate adjustments you
are creating a positive learning environment that supports your study and
concentration efforts.
Much like external factors, internal factors can also impede your
concentration.

Do you enjoy the subject you are studying

Do you have personal issues that are taking over your thoughts?

Do you have so much to do that you can't see the light at the end of
the tunnel?

If the problems are so intrusive that you find yourself primarily

concentrating on them and they are impeding your ability to get things
done then you should immediately seek assistance through the
appropriate resource (e.g. Counseling Center, Health and Wellness
Center...). Otherwise, creating a plan of action each time you study will
assist you in knowing what should be accomplished for that study period.

Make a list of assignments and break them up into blocks of time that
allow for maximum concentration yet don't overwhelm you.

Study subjects that are the most difficult or that you have the least
interest in first. Each time you accomplish an assignment reward
yourself by taking a break, exercise, or visit a friend for a few minutes.

Set goals that are realistic and attainable.

Vocabulary
The better your vocabulary the better understanding and recall of
information read. To improve your vocabulary:

Read often and vary your reading material to give yourself a varied
vocabulary background.

Read with a dictionary available. Do not assume you know the meaning
of a word! If you hesitate then look it up. Write the word on an index
card and create a file of new words learned each week. Write the
definition in your own words and create a sentence using the word that
relates to your life. The more you associate the word to your life the
better the recall.

Get a vocabulary calendar and learn a word a day! File the calendar
pages in your word file.

Use the words each day in conversation.

Comprehension
The best way to know if you are comprehending material is to monitor
your recall as you read.

Learn an active reading method to ensure you are staying engaged in

the reading process. The SQ3R method is described in later in this
section

Try to recite details and main ideas after each section. The more you
can recall the better the comprehension. If you find that you cannot
recall much, break your reading up into smaller sections using the
subheadings and again recite. Increase the section size as you see
improvement. Remember, concentration plays a large part in your
ability to comprehend so assess your focus.

Do not slow down your reading speed to try and compensate for lack of
comprehension. Research tells us that reading at a slower speed often
interferes with comprehension because it forces us to resort to word for
word reading. Use and index card or ruler as a guide to keep focused
and your eyes moving.

You should see improvement in comprehension as you learn to monitor

your recall, practice and develop the habit of active reading, and
increase your reading speed (next section).

Reading Speed
Increasing your reading speed can help you maximize your study time
and develop additional skills for better learning efficiency. In order for
reading speed to increase with effective results you must have the
motivation to practice the necessary techniques and the desire to
improve. Once you understand your present reading rate you can learn to
increase your speed by practicing the hints described below. These hints
are not to be confused with speed reading techniques that are best
learned by taking a speed reading course for maximum benefit.

Understand that each type of reading demands a different reading

rate. An adventure novel may allow for a quick rate whereas a science
text may demand a steadier rate.

Most individuals fixate on each word. To increase speed you should

proactively focus on 2-4 words at a time. For example: Increasing my/
reading rate will/ help me maximize/ my study time.

The better your vocabulary, the better your recall, the faster you read,
the better your comprehension.

Mouthing the words while you read slows down your reading speed
because it forces your to focus on each word rather than groups of
words.

Practice makes perfect therefore the more you read the more proficient
you become. Practice will increase speed, vocabulary, comprehension,
knowledge base...

The type of reading you need to do dictates the reading rate. If you are
reading for detail you must read at a rate for comprehension. If you are
reviewing, reading for general main ideas then skimming and using a
faster rate is appropriate.

To increase your speed you need to force yourself to read at a faster

rate for short periods of time. Use a card or ruler to guide your speed
and focus on the page. Go at a speed that is uncomfortable but you are
still comprehending the material. This must be practiced daily. After
practicing the above for a few days, retime yourself reading at an
average rate and you should see a speed rate increase. The rate
increase will only continue if you practice this technique. If you do not
practice then your speed rate will revert back to your previous
"comfortable" rate. Remember to check for comprehension as your
reading rate increases to ensure that you are increasing at appropriate
increments to enhance learning.

Try to avoid rereading. Pay attention to your concentration so that

rereading becomes unnecessary. Rereading is usually a habit formed
from lack of confidence in comprehension ability. If you practice the
SQ3R method and consistently recall and review while reading, the
rereading habit will become unnecessary.

You should never read at a rate that is slower than your average rate.
Research shows a correlation between reading rate and
comprehension. Slower speed does not guarantee a better
understanding of the material, in fact, research implies that increasing
the rate of speed often results in higher comprehension. While you are
increasing your reading rate, it is important to constantly monitor your
comprehension by periodically recalling details and main ideas to
ensure that you are not forcing a speed that might hinder rather than
enhance your reading efficiency.

SQ3R - SURVEY, QUESTION, READ, RECITE, REVIEW

This is an active reading method that, although will seem time consuming

in the beginning, will enhance your reading comprehension and learning

efficiency
SURVEY
If it is a new book make sure you take a few minutes to look over the
table of contents. Bring your syllabus out and look to see how your
professor broke the book chapters up - is the professor following the
format of the book or is he/she changing how the order of the chapters
will be read.
Survey the entire chapter before you start reading so that you become
familiar with what will be presented and how much time you need.

Look at the title and all subtitles to know what the chapter is about and
how it is broken up into parts. Label major headings with Roman
numerals and subheadings with capital letters to show the relationship
between topics.

Look at the chapter outline - it is the blueprint to the chapter

Look at the end of the chapter aids - questions, summaries... this will
give you an idea of what the author feels is important and help you
select the main ideas as you read

Read the introduction and/or first paragraph first - this will tell you the
purpose of the chapter

Read the last paragraph - this will summarize the key information

Look to see how important terminology is presented (in bold, italic...). If

there is a lot of terminology you should bring out index cards and
create a terminology index as you read

QUESTION:
Before you begin reading, turn the subheadings into questions so that
your mind is actively looking for answers rather than passively reading
along.

Turn subheadings into questions

Create questions from information printed in the margins

Create questions for each graph presented

Try writing out the questions so that as you read you can periodically look
at the questions and stop to see if you can recall the information.
READ
Concentration and attention to detail are essential to active reading and
comprehension.

You must locate the main idea of each paragraph

Read the paragraph

Identify the topic - usually the idea that is repeated once or twice

Find the main idea - the sentence that summarizes the details

Look for the supporting details: key words, small groups of words make sure the details refer to the same main point

Now underline the main idea

Write notes while reading. This is an additional step to SQ3R which

would change it to SQW3R

Write notes in the margins of your book

Write by filling in class notes

Create new notes

Create an index card file of terms, definitions, cycles...

Write the answers to the questions you developed from the

subheadings. You have now developed a practice test for the chapter!

RECITE
While reading take time to paraphrase what you read out loud

Assures that you comprehend what you are reading

Helps avoid plagiarizing if writing a research paper

Helps you remember the main idea and details or examples

As you read try to associate read material with life experience for
better recall

REVIEW:
Reviewing is a daily process. It is essential that this process take place in
order for true learning and comprehension of material to happen. The
more you review and recite the better the recall. It may seem like a
tedious task but when this process becomes a consistent study habit it
actually makes your study time more efficient. You will no longer cram for
exams because you are starting the exam process on the first day of
class.
Review starts with organization. Make sure your binder starts with the
syllabus and all notes and handouts are inserted in date order.

Review your notes and questions created for the chapter daily

Review the highlighted areas of your text

Review your comments you made in the text as you read

Recite the main points of each section of the chapter

Review your index card file

Develop study aids like mnemonics for material you must memorize
lists, categories...

Create an outline from your texts subheadings, your class notes,

reading notes, margin comments, and the questions you developed for
each chapter. This will act as a study guide for the exam. Recite the
information daily to ensure automatic recall and true learning. Make
sure you recite the information in your own words for better
comprehension. Check and recheck the information where you hesitate
or aren't able to recall details.