Lesson 3: Reading and Studying Introduction To be successful in almost any modern career field, you must possess a greater ability to communicate than employees in the past. This is true for several reasons. First, as a society, we have moved from a manufacturing economy to what is sometimes called the information economy. In other words, our economy no longer relies on the manufacturing of products, but instead relies on the “manufacturing” or production of information. This occurs through a focus on the service sector, as well as modern electronics and technologies. Many career fields now rely on information, making us an information society. Second, in today’s world, we communicate with a frequency that our ancestors would never have dreamed imaginable. The Internet has made it possible for us to communicate almost instantly with countless individuals from all over the globe. Finally, technology allows us to speak with, text, or e-mail anyone at a moment’s notice. No matter what your chosen career field, communication skills are extremely important. Even if you are a farmer who spends the day in the middle of open fields, you will need to be in regular touch with suppliers, distributors, customers, agricultural experts, and fellow farmers. Understanding the best medium to use to communicate with any person

or organization—for example, a letter? an email? a post on social media?—and expressing yourself clearly will be some of the most valuable skills you will learn in your lifetime. This course will teach you how to communicate effectively in three key ways: (1) by becoming a better student via tried-and-true study methods; (2) by learning how to write essays that communicate exactly what you mean; and (3) by learning how to write longer academic papers that meet accepted standards for works of research. Time to get started. For each lesson in this part of your course, you will be given a list of objectives that tell you what you should expect to accomplish in the lesson. The first lesson begins now. Lesson Objectives This lesson covers the basics of studying, beginning with the importance of understanding and remembering what you read. After completing this lesson, you will be able to: 

Identify the different reading techniques, explain what they are, and describe when and how to use them.



Explain the SQR3 method and apply it to become a more effective student.



List and apply the ten steps for more effective self-paced study practices.

Reading Techniques Most of us take the ability to read for granted. We do it constantly, as naturally as breathing. Hardly a moment goes by in which we are not reading something—from billboards to books to text messages to newspapers to email. We are surrounded by words, and we read and interpret them without thinking about it. But when you think about it, even those of us who do not consider ourselves great readers are doing pretty impressive work! In fact, what we do when we read is nothing short of amazing. Think about it—the eyes see marks on a page or screen and the brain creates meaning, ideas, images, and even emotions out of them. Even if you do not end each day with a novel in hand, you are capable of something that not even the world’s most powerful computer can do!

Of course, the ability to read did not happen by magic. Think about those early years in which you learned at the hands of teachers. First, you learned the alphabet. Then you learned the sounds made by each letter. Each of us began with the struggle to make sense out of the letters C-A-T. Later, we all worked for years to assemble words into meaningful sentences. “The dog chased the cat” may look pretty simple now, but it took thousands of years of development for humans to reach the point where they could create meaningful sentences like this, and it took you a few years to reach that point yourself. Of course, we never stop growing as readers. As we grow, we begin to realize that there are many different ways to read. Think for a minute about different reading situations. Sometimes you may read and react without a lot of conscious awareness; for example, if you come upon a STOP sign in a vehicle. Sometimes you may read quickly because you are looking for particular information; for example, if you are reviewing a phone directory for a specific telephone number. Other times, you may read more slowly, pausing often to think and understand; for example, when reading a long magazine article about some event that is occurring on in the world. Finally, sometimes you may read the same material over and over, making sure you have committed the most important information to memory, knowing that you will want to use that information later on. Each type of reading is actually a reading technique, or a specific way to read based on the end goal. The three common reading techniques are skimming, scanning, and study-reading. Skimming and scanning are speed-reading techniques. These techniques allow readers to cover a lot of material very quickly. Although they are

somewhat similar, they have different purposes. Study-reading, on the other hand, is a lot more involved. The Skimming Technique The skimming technique is used to quickly identify the main idea of a text. Skimming involves rapidly moving the eyes over text in order to grasp the main idea of a text and get a general overview of the content. Skimming is a speed-reading technique, which means it is accomplished at a fast rate—about 1000 words per minute! The eyes should move over the text about three to four times more quickly than they move during normal reading. For students, skimming is particularly useful in different situations. During pre-reading, the skimming technique is useful to get a quick overview of purpose and structure of a text. This process is helpful for determining if the material at hand is of interest at the moment, or in deciding how the material fits into a research plan or overall study plan. Skimming during pre-reading is also helpful for locating the key ideas in the text. During a text review, skimming is useful as a quick refresher of material that has already been read. The review process is helpful for remembering what was read and to ensure that information is moved from short-term to long-term memory. During reading,

skimming can help to quickly get through material that may not need more dedicated attention from the reader, for whatever reason. Most readers skim material without even realizing that they are doing it. However, to use skimming as an effective reading technique in your studies, it is best to skim the text in a methodical way, as follows: 1. Review the title of the work. A good title provides clues about the potential content of the work. A great title offers real insight into exactly what is covered. 2. Read the introductory or lead-in paragraph, if one is included. This paragraph is usually included in long works or those of an academic nature. It is usually set off from the rest of the text in some way, often by the use of italics. The introductory paragraph is meant to give readers a concise look at the information to come. 3. Read the first paragraph and last paragraphs completely. The first paragraph generally provides an overview of the text or outlines the main idea of the work. The last paragraph usually offers a conclusion or summary of the key points that were covered. 4. Review the structure of the work. Look for headings and subheadings. Think about how they relate to each other. Watch for changes in typography, such as the use of italics, bolding, underlining, asterisks (*), and so on. 5. Look for the main idea in each paragraph. It is usually found in the first or the last sentence in the paragraph, depending on the author’s writing style. 6. Skim the rest of the text quickly, looking for clue words that help to answer the “five Ws”: who, what, where, when, and why—and don’t forget about how. Focus

also on technical terminology, proper nouns, and the inclusion of illustrations, infographics, and tables. The Scanning Technique The scanning technique is a speed-reading process that is used to find very specific information. Scanning is done at a speed even faster than skimming—about 1500 words per minute! Readers who use the scanning technique know in advance exactly what they are looking for, and they concentrate on quickly running their eyes over the page to locate a specific fact or piece of information, such as a name, date, statistic, or technical term. Readers who scan do not actually read the material and must feel comfortable skipping over large sections of text. It is important to avoid distractions while scanning. Avoiding distractions can take some practice. To use this technique effectively, follow these steps: 1. Know exactly what information you need. Is it a name? a date? a statistic? some other fact or detail? Think about the information you seek and try to make a picture of it in your mind. Having a mental picture of the information will help it to become clearer than the other words on the page. 2. Quickly review the structure of the text before you begin. You may find what you seek in a heading or subheading. 3. If the subject matter is familiar to you or if the work is short, you may be able to conduct a scan in a single search. If the material is technical in nature or long, you may need to skim the material first in order to get a better idea where to conduct your scan.

4. When scanning, allow the eyes to rapidly over several lines of text at a time. 5. Once you find your keyword(s), read the entire sentence in which the word or words appear. 6. Highlight the information if the printout is your own, or record the information in your notes for later use. Make sure you include publication information, such as the name of the article, the author, the journal or publication name, the page number, and so on. The Study-Reading Technique Study-reading means reading to absorb and retain the material. Even though skimming and scanning allows readers to cover a lot of material quickly, the brain may not remember this information. In study-reading, on the other hand, the reader moves more slowly in order to focus on important words and concepts. Study-reading is meant to promote comprehension, or understanding, of what is read. It takes practice to determine the optimal speed at which you can read, comprehend, and remember. Over time, you will grow as a reader—you will add new words to your vocabulary and make sense of ever-more complex sentences and ideas. As you sit down to read and study materials for your classes, keep in mind that reading serves different purposes. It helps you to be successful with your studies, but it also helps you to grow as a person. The more knowledge you gain, the more useful you can be to your families, friends, community—and the world. Ultimately, what you read and how you apply yourself to your studies work with your life experiences to help you become a true professional in whatever career path you choose.

You might be thinking, “Well, that is a nice concept, but what does it have to do with my studies?” Well, when you sit down to study, try to think about your behavior more broadly. Do not focus on the need to cram your head full of facts in order to pass an examination. Instead, visualize yourself in the future—as someone who can help others by being able to explain these ideas and concepts to them. The SQR3 Method You already know how to read street signs, a telephone directory, and the ingredients on a food label. In other words, you are probably an expert at skimming and scanning. However, when it comes to study-reading, or reading for comprehension, you can always improve. Fortunately, many experts have spent years researching study techniques, analyzing the way human brains interpret and store information, and creating thoughtful, effective strategies for improving study-reading behavior. Study-reading is an active, strategic process. It is not simply sitting down with an empty bucket (your brain), reading the material, and expecting the bucket to get filled and stay full. Strategic reading means that you read with awareness and technique in order to fully comprehend the material. Active reading means that you are a full participant in the process. Too often, students assume that reading is simply a matter of reading and rereading the words on a page and then moving ahead. This is why so many students

get to the end of a chapter and ask themselves, “Wait.. what did I just read?” One way to become a strategic, active reader is to use a proven strategy called SQR3. SQR3 stands for “Survey, Question, Read, Recite, Review.” This method was developed in the 1940s and offers a step-by-step technique to become a strategic, active reader and vastly improve your ability to comprehend and remember what you are studying. The first few times you use SQR3, you must make a conscious effort to be aware of what you are doing. However, after a time, it becomes a natural way to approach reading and your studies. Soon you will not even have to think about the process; you will just naturally begin to apply it. Let’s look more closely at each step in the SQR3 method. Surveying (S) is the first step. It is similar to skimming and scanning: you read over the work at hand relatively quickly. You avoid getting bogged down in details. Your goal is to identify a few key points. What is the author’s purpose? Is the author making an argument or trying to persuade readers to adopt a particular point of view? Is the author’s goal to provide information on a topic? Or is the author attempting to entertain readers? Understanding the author’s purpose will help you to decide whether the work is a trusted source of information. It will also help you to recognize why an author says things in a specific way or includes certain facts but not others. Next, what is the main idea of the work? What facts and details, or evidence, does the author use to support this idea? Pay particular attention to the title and the list of learning objectives; the structure of the work, including headings and subheadings; any introductory or summary material; and graphics, such as charts, images, illustrations,

and tables. Each of these can provide clues as to what the author finds especially important. During your survey step, you should highlight important words or phrases. Questioning (Q) is the second step. During this step, you will create a series of questions based on the results of your initial survey. For example, you might write a series of questions that need answers based on the headings and subheadings of the text. Let’s say a text heading reads, “Navigating the James Madison High School Learning Management System.” Some questions you might develop from this header include the following: 

“What is a learning management system?”



“What are the components of the learning management system?”



“How do I move from one place to the next in the learning management system?”

You can also develop questions around the learning objectives, key terms, technical terminology, or graphics used in a text—the possibilities are endless. The goal is to write a series of questions that you can answer as you do a more thorough reading of the text. Reading (R1) is the third step. This is, unfortunately, the step at which most students begin. Because they do not come to the text having surveyed the contents to get a general idea of what is going to be read, and without preparing a list of questions to be answered, they often fail to comprehend what they are reading at this step. By taking a few minutes to survey and question, you will have a much successful study session than if you simply started reading the first word and ended with the last, trying to

remember everything in between. Think of it like taking a trip. You can either study a map and read the directions to get where you are going most efficiently, or you can get into your car and drive through unfamiliar neighborhoods, hoping for the best. During the first reading step, look for the answers to the questions you asked. But not just in your head! Write the answers down. Say them out loud as you write them. Although this may seem like additional work at first, it is important for memory. Saying the words out loud and writing the answers on paper will help your brain to process and remember the information. For the brain, there is a world of difference between seeing something in writing—and seeing it, saying it, and rewriting it. The latter activity is far more active.

Tapping into Learning Styles for Note-taking You have already learned about learning styles. Although most people use all three learning styles to some degree, many also tend to favor one or two. Using note-taking techniques that tap into your preferred learning styles can help you to remember information more easily. Remember: • Visual learning means you prefer to learn by sight • Auditory learning means you prefer to learn by listening • Kinesthetic learning means you prefer to learn by doing If visual learning preferred style, then:

is

your

• Use drawings, cartoons, symbols, and color coding in your notes. • Make charts, graphs, or rely on some other visual organization tools. Graphic organizers such as Venn diagrams and concept maps are good ways to render information in a visual form.

In

a

previous

lesson, you had the opportunity

to

determine

your

preferred styles.

learning

You

may

have realized you are

more

kinesthetic,

of

a

visual,

or auditory learner. However, when it comes

to

the

process of study-reading, it is genuinely helpful to tap into all three writing styles in order to maximize memory retention. During this process, you can tap into visual learning by reading, auditory learning by hearing yourself say the words, and kinesthetic learning by writing the words down. Again, as you read, make sure you highlight important words or phrases. Take notes—jot down those key ideas in a notebook. Recite (R2) is the fourth step. In this step, read key passages—or, if it is short enough, your entire assignment— out loud. At the very least, read definitions, phrases,

sentences, or ideas you have highlighted aloud. As you read, you will begin to notice that you can practically complete some sentences in your head. This is a sure sign that you are already “getting the material.” Review (R3) is the fifth and final step. When you have finished reading and reviewing the assignment, it is time to review it. First, start a list of ideas or concepts that seem difficult. These are the areas you know you must study more. Second, repeat the skimming process with both the assignment and your notes. When you come across a keyword or concept, stop and mentally define that word or explain that idea to yourself. If you cannot do so without difficulty, add the word or concept to your study list. Next, look at the list of questions you created in step 2. Can you answer every one of them? If not, add them to your list. Finally, begin to work your way down your list. Study every idea, concept, and question on this list until you fully understand it. Continue repeating all parts of step 5 until your list is empty. Depending on the length of the assignment, this whole process should not take you longer than 5 to 15 minutes. Yet, in that time, you can actually absorb and retain as much as 50 to 60 percent of the key information!

If auditory learning is your preferred style, then: • Say the things you are trying to learn out loud, over and over. Consider tape-recording your notes and listening to the playback as you do other things. • Discuss the materials and subject matter with other people. One great technique is called reciprocal learning. Here, you and a friend take turns teaching the material to each other. If kinesthetic learning is your preferred style, then: • Pace, walk around, or bounce a ball while reading. • Act out the material or pretend you are a teacher and teach the material to someone else. • Use hands-on activities, such as experiments and games, whenever you can. • Use concrete objects to represent abstract concepts and physically manipulate the object as you learn the concepts.

Ten Steps to Better Studying Now that you understand the SQR3 process, let’s take a look at how to survey a chapter from a textbook to create a “roadmap” for the information to come. These ten steps will help you to get the most from during your study-reading process. Step 1. Read the title first. Then think about the types of information you will probably encounter in the content. Step 2. Read the table of contents and the list of learning objectives. Take a moment to pause and think about what each means. What does the author say you are going to learn? What does the table of contents suggest about the depth of the material? This will help you to avoid surprises later. Step 3. If an outline or a summary is provided at the beginning or end of the chapter, quickly review it. What does it mean in terms of the content that is likely included in the chapter? Step 4. Examine any review questions or discussion topics, if such items are included in the chapter. Review questions and discussion topics provide clear signals as to what the author considers important. Step 5. Read the introduction and conclusions. These sections will give you a good sense of the key points you will find as you read the text from start to finish. Step 6. Review the major headings. Step 7. Read all levels of subheadings. Step 8. Return to the beginning of the text and begin to carefully read the chapter, line by line.

Step 9. Review all graphics—photos, tables, maps, graphs, and so on. These are designed to present information in different formats and can serve as excellent memory aids when you try to recall information later. Step 10. Write a summary of the chapter in your own words. No, not the whole thing! Make a list that includes the main idea, key points, and evidence—the facts and details—used by the author to support the main idea and prove the key points. By following this ten-step plan, you will find that you can recall far more information from your reading than you ever did before. You will find that your time is used much more efficiently than simply rereading the chapter over and over again. Now complete your examination for Lesson 3 before moving on.