reading and problem solving

8/8/2019 Reading and Problem Solving

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Reading and Problem Solving

Kathy GibbsSASS Director

Rebecca Saulters

Educational SpecialistDouglas Scarboro

Educational Specialist


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The Goals of Reading

You have a mind. Now let us supposethat you also have a book that you want

to read. T he book consists of languagewritten by someone for the sake of communicating something to you. Yoursuccess in reading is determined by theextent to which you receive everythingthe writer intend to communicate.


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The Goals of Reading

Reading is T hinking!


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MetacognitionDefinition

T he process of identifying and

monitoring ones thinking process


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MetacognitionT he Questions

What do I know?

What dont I know?What do I need to know?How do I go about learning?


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MetacognitionT he Implications

Efficient thinkers monitor what they are

thinkingRecognize erroneous or deficient thinkingImplement strategies needed toremediate their deficiencies


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MetacognitionT he Strategies

Setting a purpose for the taskExamining existing factsIdentifying what needs to be learnedVisualizingRelating to existing cognitive backgroundknowledgeT hinking aloudEngaging in the process actively


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Harvard Study on ReadingDr. Perry, Director of the HarvardReading-Study Center

1,550 freshmen read a thirty-pagechapter from a history bookAsked to identify important details andwrite a topical essay on the chapters

after twenty minutes


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Harvard Study on ReadingClass scored well on multiple choiceOnly 15 out of 1500 were able to

write a short statement summarizingthe chapters contents

Described as Obedient Purposelessness T hink about what you want out of theassignment and look for those points


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Factors that reduce reading rate

Limited perceptual span (word forword reading)

Slow perceptual reaction timeVocalizationF aulty eye movements

RegressionF aulty habits of attention andconcentration


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Factors that reduce reading rate

Lack of practice in readingF ear of losing comprehension

Habitual slow readingPoor evaluation of importanceT he effort to remember everything


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Washing ClothesF irst you arrange things into different groups,depending on their color and texture. If there is notmuch to do, one pile may be sufficient. If you lack the

necessary equipment, you must go somewhere else. It isimportant not to overload. It is better to do too fewthings than too many. Complications can arise if alldirections are not followed, and a mistake can beexpensive. At first, the whole procedure may seem

difficult, but soon it will become just another fact of life.You can get caught up, never ahead, on this tasks.


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Flying a Kite

A seashore is a better place than the street. Atthe start, it is better to run than to walk. You may haveto try several times. It takes some skill, but it is easy to

learn. Even young children can enjoy it. Oncesuccessful, complication are minimal. Birds seldom gettoo close. T oo many people, doing the same thing cancause problems, as one needs lots of room. If there areno strong condition of mishaps, it can be very peaceful.

A rock can serve as an anchor, but if things break loosefrom it, you will not get a second chance.


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Rocky the WrestlerRocky slowly got up from the mat, planning his escape.He hesitated a moment and thought. T hings were notgoing well. What bothered him mist was being held,especially since the change against him had been weak.

He considered his present situation. T he lock that heldhim was strong, but the thought he could break it. Histiming would have to be perfect. Rocky was aware that it wasbecause of his early roughness that he had been penalized soseverely much too severely from his point of view. T hesituation was frustrating the pressure had been grinding on

him for too long. He was being ridden unmercifully. Rocky felthimself getting angry now. He was ready to make his move.Success or failure would depend on what he did in the next fewseconds.


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Comprehension ChecklistPrior to readingDuring Reading

Post Reading


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Comprehension Checklist: PriorDo I have a clear idea of the topic of this selection?

Have I mentally summarized what Ialready know about the topic?Have I written down questions I hopeto answer by reading this selection?


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Comprehension Checklist: DuringHave I clarified all unknown vocabularywords through contextual clues oretymological analysis?

Have I paced my reading such that I amgetting the overall picture as well as thedetails?Have I started or underlined pertinent facts

and ignored non-relevant information?Am I consciously monitoring whether or notI understand what is being said?


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Comprehension Checklist: AfterCan I summarize the key points of thearticle in short concise statements?Can I summarize the authors conclusion orfeelings about the topic?Can I identify further topics for inquiry as aresult of this reading?

How does what I just read fit in with otherreadings, opinions and ideas on this topic?


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Reading ratesReading rate is the speed at whichyou read, which is measured in words

per minute.Your reading rate will change basedon the difficulty of the materialcontent.


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Reading rateType Speed range Reading

purposeType of material

Analytical Under 100 wpm Detailedcomprehension:analyze; evaluate

Poetry,argumentativewriting

Study 150250 wpm Highcomprehensionand high recall

Textbooks,library research

Casual 250-400 wpm M oderatecomprehension

Novels,paperbacks

Accelerated F aster thancasual

Overview of material, rapidlocation of specific fact

Referencematerials,novels, nonfiction


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Reading RateF actors that affect your reading rate

Vocabulary level

Comprehension abilityPhysical stateState of mindInterest in the materialBackground knowledgePurpose of reading


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Reading RatesApproximate reading rate for AverageHigh School Student

English, History, Government15-18 pages per hourBiology, M ath, Economics

12-15 pages per hour

Chemistry, Physics, Languages9-12 pages per hour


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Reading RatesApproximate reading rates for AverageCollege Student

History English, Political Science

20-25 pages per hourPsychology, Biology, Economics, Geography,Sociology

15-20 pages per hourChemistry, Physics, Anatomy, M icrobiology

10-15 pages per hourBio-Chemistry, Physics

8-10 pages per hour


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Increasing your reading rateF irst Priority is READINGCO M PREHENSION

Achieve comprehension then setartificial time limits for your readingContinue until you achieve yourdesired rateUse an external pacer if needed


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F actors that reduce your reading

rateLimited perceptual spanSlow perceptual reaction time

VocalizationF aulty eye movementRegression

F aulty habits of attention andconcentration


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F actors that reduce your reading

rateLack of practice in readingF ear of losing comprehension

Habitual slow readingPoor evaluation of importanceT he effort to remember everything


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Context cluesDefinition clues

Ex. Political science is the study of government of astate or nation.

Illustration cluesEx. Several lethal weapons were found in thesuitcase: a revolver, a pistol, and a knife.

Contrast cluesEx. Ralphs family was affluent, but his roommatesfamily lived barely above the poverty level.

Logic cluesEx. T he young woman was relieved to learn that thetumor was benign.


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Improving reading efficiencyReduce regressionIncrease your eye span

Phrase read

Keep your head still when you readDont move your lips when you readDont use a pencil, ruler or paper guide

Position you book at 45 degree angleUse context clues to get word meaningsDont engage in conflicting activities


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Phrase ReadingT he electronic computer / is the / latesttool / developed by man / to aid / him /

in processing data. / F or business / orgovernment / agencies /dealing with /great numbers / of records, / none of

the previously mentioned / dataprocessing methods / is fast enough.


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PreviewingCheck course syllabus for lecture topicrelated to text reading assignmentLook at title of chapter

Read introductionRead all subheadingsRead the first and last sentences of eachparagraphs

Look at graphs, diagrams and picturesRead chapter summaryRead questions stems


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Pre-Reading strategiesSet a purpose for readingReview all questions at the end

Review all maps, graphs, and chartsAcquaint yourself with all new ortechnical vocabulary

Be sure your surroundings areconducive to reading


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Focusing

When your thoughts drift becomemore active by:

Read one paragraph at a time and writepertinent information in the marginM ain ideaInferences

Agree or disagree with textWhy author wrote the paragraph


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Focusing:

Marginal Notes

T = test question? = ask instructor about

Ex of = example of Def of = definition1,2,3 = items in a series

RR = rereadII = parallel or similar to


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Reading in a time crunchRead any questions at end of materialRead summaries at beginning and end of materialRead first and last paragraphs of theselectionRead the first sentence of each paragraph

Read the bold print, italics and underlinedpassagesPreview any maps, charts or graphs


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Applicable websiteswww.iss.stthomas.edu/studyguides/www.smc.maricopa.edu/sub/lac/rdgstudy.htmlwww.abby.learn.comwww.learningtechniques.com/home.htmlwww.lstacademicssolutions.com

www.swin.edu.au/lib/htfo/studski.htmwww.how-to-study.com

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