2. WhAt Is ACADEMIC READING?
Academic Reading is defined as
reading with a specifically academic
and educational purpose. Academic
reading includes reading more
traditional books, dictionaries,
encyclopaedias, and journal articles,
along with a vast number of
resources available online.
Academic reading involves layers of:
asking questions
reflecting on relationships among
parts of the text
interpreting meaning
making connections with other
readings
refining your topic and purpose
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6. Title of text
Author
Publication date
Preface or
Forward
Study Tools:
Table of Contents?
Appendix?
Index?
Glossary?
Charts, Graphs, Pictures?
Diagrams?
1. PREvIEW thE
tExtBook!
6
7. Does it have any reading
aids?
• Introduction?
• Chapter Summary?
• Learning Objectives?
• Headings/Subheading?
• Study Questions?
• Charts, Maps, Graphs?
• Supplementary Readings?
• Author’s Notes?
• Additional References?
What about the Page
Layout?
• Boldfaced/italicized print?
• White space?
2. Look At A ChAPtER
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8. Predict – what will it
be about?
Get an Overview of
the material
Establish a Purpose
Activate your
Schema (prior
knowledge)
3. BEfoRE YoU READ A
ChAPtER
8
9. Chapter Title,
subheading
First Paragraph
(introduction)
Last Paragraph
(summary)
Headings & subheadings
First Sentences
Boldface, Italics Print
Charts, graphs, tables
Questions at end?
4. PREvIEW thE ChAPtER
thoRoUGhLY!
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10. What is the topic of the
chapter?
What do I already know?
What is my purpose for
reading?
How is the material
organized?
How long is the chapter?
What parts of the chapter
seem most important?
Do I need to read everything
with equal care?
5. TURN ON YOUR MEMORY bY askiNg
qUEsTiONs:
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12. Seek –answers to your
questions.
Picture – visualize; create a
picture in your mind.
Relate – connect with ideas
you already know.
Monitor – become aware of
what you are reading and
why.
Correct – get back to
concentrating and
understanding.
1. aCTiVElY REad
12
13. Annotate (mark the
textbook, highlight, make
margin notes – be
selective)
Use Post-it Notes
Make Concept Cards
(notecards)
Create Maps/Charts
Take Notes
2. ORgaNizE ThE iNfORMaTiON
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15. Review–Recap what you
learned
Recall– using notes
Reflect and Relate: does
the information show causes
& effects, compare &
contrast of ideas, how to
apply the new ideas?
1. RECall
15
16. Review your notes
Review the PowerPoint
Take the Study Skills
Assessment
Write a Journal Entry
Make Concept Cards
2. REflECT
16
18. REadiNg PROCEss
1. Establishing a
Purpose
2. Understanding
Academic Vocabulary
3. Pre-Reading (scan)
4. Interacting with the
Text
5. Extending Beyond the
Text
(Hatch, E., & Brown, C. 1995)
18
20. PQ3r – a reading/study
system
1. Preview
2. Question
3. Read
4. Recite
5. Review
(Learning Skills Services, York University)
20
21. Preview1. Look at the title,
introduction, table of
contents
2. Skip to the end and read the
summary first
3. Scan through chapter
headings and subheadings
4. Notice boldface and italic
print
5. Notice graphics, diagrams,
charts, tables, formulae,
boxed inserts – decide
when/ if you’ll focus on them
6. Read list of key terms at
end of chapter; look at
questions and examples
7. General preview time
guideline: about 10 minutes
per 30 page chapter 21
22. Question1. Before reading,
create questions
based on Preview
information; questions
included at end of
book or chapter;
boldface headings
2. Do one section at a
time
3. Go beyond just “fact”
questions to deeper
levels of critical
thinkin 22
23. read actively
1. Retrain your mind to
concentrate and stay
engaged as you read
2. Read one section at a
time with questions in
mind
3. Look for the answers;
organize your notes
around questions and
answers
4. Notice if you need to
make up new questions
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24. recite1. After each section, stop
and recall your
questions
2. See if you can answer
the questions from
memory
3. Do not go on to the
next section until you
can rephrase
information in your own
words
4. Take very brief notes
after you read each
section (not at the
same time as you’re
reading) – e.g.,
summarize answers to
questions 24
25. review
1. Go back over all
questions from all
headings
2. See if you can still
answer them
3. If not, look back
and refresh your
memory
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30. BECOmE AN ACTIVE READER!
Skimming Ahead and Jumping
Back
Marking Up the Text
Highlighting Key Ideas
Circling Unfamiliar Words
Making Marginal Notes
Question
Agreements and disagreememnts
Connections
Evaluations
Making observation(Reading Comprehension Success in 20 Minutes
a Day , 2005) 30
33. REFERENCES
• Hatch, E., & Brown, C. (1995). Vocabulary, semantics and
language education, Cambridge, UK: Cambridge
University Press
• PQ3R – A Reading/Study System . Learning Skills
Services, York University
• Reading Comprehension Success in 20 Minutes a Day .
(2005). Learning Express.
• Vásquez, A., Hansen, A. L., & Smith, P. C. (2010).
Teaching Language Arts to English Language Learners.
Routledge.
• Wong, L. (2009). Essential Study Skills. Houghton Mifflin
Company.
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