| Having the ability to read and being able
to learn from reading are two entirely different levels of print
manipulation. Clearly students who have achieved the criteria for
admission into the university can read. It is also clear that many
students struggle with the volume and intensity of assigned reading
assignments at the undergraduate level. These are students who fall
behind in required readings, read passively and retain little of what they
read, and who lack the study skills necessary to take notes, synthesize
information, and to study for exams or other assessments.
This webpage is intended to:
- provide support for students who recognize they need to improve
reading and study skill strategies
- provide support instructors who are attempting to increase learning
and student achievement within their courses
Students:
Take this
Textbook Study Methods Survey, click CALCULATE, and use
the scoring guide provided to gauge your proficiency in reading/studying
textbooks: (http://academic.cuesta.edu/acasupp/AS/601.HTM)
Identifying specific strengths and weaknesses in reading and study
skills can help you focus on aspects of the reading process that will
yield the greatest return in deep learning.
1) Select one course to focus on - it should be the one that provides
the greatest challenge in terms of text and required reading. After
developing strategies and confidence for comprehension in that course,
select another course and so forth until you have a reading management
plan for all assigned readings.
2) Read the following statements and CLICK ON the one which BEST
describes your frustration with the reading in the course you identified
in step 1:
-
The VOLUME of assigned/required reading for this course is my biggest
problem.
-
The
FORMAT of the text is confusing to me.
-
The VOCABULARY is so unfamiliar that I don't understand much of what I
read.
-
I
read the text, but RETAIN little of what I need to know for the upcoming
class meeting.
Faculty:
State and national attention has recently been brought upon the low
literacy levels of high school graduates. Most of these are
intelligent people who can score well enough on the ACT to get into
college, but who are seriously lacking the reading, writing, and other
language arts skills that they need to be successful college students.
For some, high school posed no real challenges and they developed poor
reading and study habits that include not reading assigned texts, not
taking notes, and having few if any strategies for studying for exams.
These are deep rooted problems in our middle and high schools and they will not
be remedied easily or quickly. The outcome is that many of our
college students who could otherwise gain their degrees, fail or drop out
needlessly.
Ken Bain, author of What the Best College Teachers Do (Harvard,
2004), states:
| The best educators often teach students how to read
the materials. Ralph Lynn developed extensive routines to who
students how to examine and analyze a book before they read it.
Others teach students how to recognize arguments, distinguish
between evidence and conclusions, comprehend the kind of evidence
offered (for example, inferred or observed), recognize that
agreements and disagreements can emerge in both belief and attitude,
understand what kinds of questions need to be asked for each type of
evidence and disagreement, identify assumptions, and explore the
implications of conclusions. "Students didn't learn how to
read scholarly papers in grade school," one teacher told us, "but
they usually get little training beyond that level on how to read"
(p. 89). |
There are simple and sure measures that faculty can employ that will
support students who do not have adequate comprehension skills or study
skills. Please select from the list below the area in which you feel
provides your students the MOST challenge.
A. The
VOLUME of required reading in my courses.
B.
The
FORMAT of the text or other print documents used in my courses is
difficult for my students.
C.
The
VOCABULARY of in my area of study is very challenging and learning is
dependent on students understanding and use the new terminologies.
D.
While
students may be doing the required reading, I still do not feel that they
are coming to class with enough background information to be able to fully
participate in class activities and learn new concepts. (Retention
of information)
Resources for Students:
Resources for Instructors:
Resources Specific to Reading and Learning:
|
DOLLAR GENERAL LITERACY FOUNDATION
