003 reading for business1

8/13/2019 003 Reading for Business1

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Reading

Speed reading?

This is not about trying to read as FAST as you can . . .

. . . It is about learning to read as effectively as you can


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Assessing your findings

150 wpm Insufficient

250 wpm Average general reader(too slow for college)

400 wpm Good general reader(the minimum for effective

college-reading)

600 wpm Strong college reader1000 wpm Excellent


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Main causes of slower readingword-by-word reading;slow perceptual reaction time, i.e., slownessof recognition;vocalization habitual or for comprehension;Inefficient eye movements;

Regression;faulty habits of attention and concentration;lack of practice in reading especially largeamounts;fear of losing comprehension;habitual slow reading;poor evaluation of which aspects areimportant and which are unimportant;the effort to remember everything rather thanto remember selectively.


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So now what?

There are three main factors involved in improvingreading speed: (1) the desire to improve,(2) the willingness to try new techniques, and(3) the motivation to practice.

Most people can double their reading speedwhile still maintaining equal or even highercomprehension.

Warning: In order to learn to read rapidly and well you musthave acquired the necessary vocabulary.

When you can understand college-level materials,you are ready to practice reading faster.

The average college student reads about 350 words perminute. A "good" reading speed is around 500 to 700words per minute, but some people can read a thousandwords per minute.What makes the difference?


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Strategies for effective reading

Pre-Read : Skim the piece looking for sub-headings, images,graphs etc. Try to get a sense of what the reading is about.You can call this READING FOR PLOT (like reading the end of

a mystery novel before you get there); Pre-think : ask yourself some questions that this reading mightanswer, things on the syllabus perhaps, or from the lecture.Think BEFORE you read.You can call this CREATIVE THINKING;

Read in blocks : Read several words at once (a phrase, half aline, or a full line in textbooks with columns);Pause ONLY at the end of sections. Dont reread, but jot downwhat you remember at the end of each section. You can go back

and reread at the end.Dont wait for the action replay. Just read! If you find yourself falling asleep--take a nap! DONOT keep reading. It is a waste of time. Just giveit up for a bit.


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A Trip Down Memory LaneRemember reading about Spot the dog?

SEE SPOT

RUN

SPOTLICKS. . . No . . . LIKES

SPOT LIKESTHE

BALL .


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A Trip Down Memory LaneBefore that you sounded letters .

R - E - M - E - M - B - E - R

okay

RE - MEM - BER

REMEMBER!!!


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Tricks for successful readingReading one word at a time in college is like

sounding out letters or parts of words .

It TAKES TOO LONG

Instead . . .

Read in blocks : Read several wordsat once (a phrase, half a line, or a fullline in textbooks with columns);

We are going to practice this


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Tricks for successful readingThink about how much effort it takes for your eyes to

focus on EACH WORD AT A TIME!Lets play the focus game for a minute. Focus on something a longway away, now focus on something close up. Now look to your leftand focus. Now to your right. Now close up again.It took time for you to focus, right? That same process is occurringevery time you FOCUS on a word if you read word-by-word. See??

It TAKES TOO LONG Your eyes get TIRED

READ IN CLUMPS (clauses, phrases)

Let your eyes settle on several words at once (aphrase, half a line, or a full line in textbooks withcolumns). SEE the words, but dont move your eyes or say them.

We are going to practice this


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Using the eye-guide Move the eye-guide down

the page as you read. One line at a time.

Focus on the dot, and justsee the words

Article source :www.sedl.org/reading/topics/brainreading.pdf.


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Here are the other tricksVocabulary - Wait until you've finished reading tolook up unfamiliar words. (If you stop, you'llreduce your level of comprehension.)

Comprehension - to improve comprehension,repeat the main points of the chapter after closingthe book. See how many specific details you canrecall. The more you interact with your text, themore you'll recall. Recollection andcomprehension require a vigorous approach.

Practice 1: Skimming & Scanning - find aninteresting newspaper column or magazine article.Rapidly read the article, sampling just the firstsentence or two of each paragraph and a few keywords. Jot down all the facts you can remember.Then reread the article slowly, giving yourself apoint for every item you can recall.


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Now YOU need to practice The Basic Program:

Two or three times a day , read something you enjoy for15 to 20 minutes without stopping. Time yourself to within30 seconds.

Record your reading rate and chart your progress.Recording and charting are essential if you wish to makereal progress.Push yourself gently as you read. If your mind wanders,get it back on track.

Set reading-rate goals for yourself. Aim for a 10%increase in your reading rate over the previous record.

Practice skimming & scanning by finding an interestingnewspaper column or magazine article and rapidly readingthe article, sampling just the first sentence or two of eachparagraph and a few key words. Jot down all the facts youcan remember. Then reread the article slowly, givingyourself a point for every item you can recall.

READ YOUR TEXBOOKS ACTIVELY!


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Comprehension Strategies:Comprehension Monitoring

Goal become aware of understanding of text andidentify when that understanding has been blocked

Ask questions

Does this make sense?Do I understand what I am reading?What does this have to do with what I already know?What will happen next?

Steps when there is a roadblock to comprehensionIdentify the difficultyUse think-aloud proceduresRestate what was read

Reread text or read ahead to find info that may help

C h i S i


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Comprehensions Strategies:Comprehension Monitoring

Read and Say Something

Ask a Question

I wonder?

Why?How?

Make a Prediction

I think _________will

happen

Make a Connection

This reminds me ofwhen

I used to

She/he is just like

Make a Comment

Comment on somethingyou like, a part you may

not like, or a concept youdo not understand

Harste, Short & Burke, 1988


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Comprehension Strategies:Comprehension Monitoring

My Reading Check SheetSentence CheckDid I understand this sentence?

If you had trouble understanding the meaning of the sentence, try

reading the sentence over.

reading the whole paragraph again

reading on

asking someone

Paragraph CheckWhat did the paragraph say?

If you had trouble understanding what the paragraph said, try..

reading the paragraph over

reading the paragraph before or after

summarizing out loud

asking someone

Page CheckWhat do I remember?

If you had trouble remembering what was said on this page, try

rereading each paragraph on the page, and askingyourself, What did it say? Adapted from Anderson (1980) and Babbs (1984)


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Visualization or Mental Imagery

Imagery training has been found to improvestudents memory of what they read

Individuals are guided to create visual images torepresent a picture or a text as they read it.

Can start with small amounts of text working up

to whole pages


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Retelling (Visualization)

Read a passage related to the topicAs you read, draw simple pictures thatmark the actions, events, or key points.After reading, retell the passage as youpoint to the pictures in sequence.Incorporate important vocabulary into theretelling.

Students retell the passage after you havemodeled.

2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org


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A New Way Of Travel

2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.

We see cars everywhere we go. Can you imagine a world without any cars. Cars have been

around for only about a hundred years. [Write 100.]Before cars were invented, people traveled by horse or by a carriage or wagon pulled by horse.Travel was very slow. [Draw wagon.]

At one time cars were a rare sight on the city streets. Cars were expensive. Most people could notafford them. [Draw $$$$$$$$.]

It took a long time to make a car. There were so many parts to put together. It took a few peoplemany, many hours to put a car together, so there were not many cars available. [Draw four clocks.]

A man named Henry Ford came up with an idea to make cars low cost and faster to make. His ideawas known as an assembly line. [Draw a line.]

To assemble a car, many workers stood in a line. Each worker was responsible for putting on onlyone part of a car. As a car moved down the line of workers, each worker put on their one part.[Write 1.]

With more workers and each worker responsible for putting on only one part repeatedly, more carswere made in a shorter period of time. [Draw one clock.]

All of the cars were similar, with the same parts and colors, and less expensive. [Draw $$.]


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Now You Try

With a partner, read the next story and draw apicture to represent each story part. Use just

the pictures to retell the story.


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Once upon a time, the wind and the sun were having an argument about who was the stronger of the

two. We must have a contest. That is the only way we will ever know who is the stronger one, said thesun.

I am ready for any contest. What should it be?" said the wind. Look at all those people in the city. Whichever of us can make all the people in the city take off their

coats is the winner, said the sun. OK, said the wind, It is hardly a challenge, but I will do it. Whoshould go first? Because I am so sure that I will win, I will let you go first, said the sun.

The sun hid behind a large fluffy cloud and the wind got to work. His idea was to blow an icy blast thatwould blow the coats right off the people in the city. The wind blew and blew and blew. The blast was thecoldest, strongest blast that the people had ever felt. Instead of blowing the coats right off the people, astrange thing happened. The people wrapped their coats tightly around themselves. The harder the wind

blew, the tighter the people wrapped their coats around themselves. At last, the exhausted wind gave up. Now, it was time for the sun to get to work. The sun came out from behind the clouds and shone down

on the city with all his strength. The people began to feel the warmth of the sun. They loosened their coats.

The sun continued to shine with all his might. The people grew warmer and warmer. Soon they were sowarm that they had to take their coats off. So the sun won the contest. He was indeed the stronger of thetwo!

The Contest

2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.


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REVIEW:TO ACTIVE READ YOU:

Ask general beginning questions;Set a purpose by pre-viewing achapter, and deciding what you hopeto learn;Guide yourself through the reading byskimming first, looking at its length,sub-headings ( the plot ), images,

charts and graphs, etc.;Make notes, highlight, and summarize AFTER the reading is done!

AND BECOME MORE EFFECTIVE!!!


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Okay, lets try this

Go back to the same piece you readat the beginning.

Take the piece of paper ( you r eyegu ide ) and put it under the first line.

Reread this piece,

Move your eye guide down thepage looking at the dot and justseeing the words.

Ill stop you after ten minutes.


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Okay, lets try this

Put a mark next to the line whereyou stopped.

Did you read more than the firsttime?

Now PRACTICE

Goo d luc k!!!

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