Chapter 8 Learning From Textbooks Academic Reading Fifth
Chapter 8: Learning From Textbooks Academic Reading, Fifth Edition by Kathleen T. Mc. Whorter © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Learning Objectives: ¬ To become familiar with standard textbook format ¬ To use textbook features to facilitate learning ¬ To devise systematic approaches for textbook study ¬ To learn systematic retention and recall techniques © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Textbook Format ¬ Preface and Table of Contents - provide keys to the overall organization. ¬ Appendix, Glossary, and Index - organize and supplement the content. © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Textbook Learning Features ¬ Chapter Preview ¬ Chapter Objectives ¬ Chapter Outline ¬ Chapter Overview ¬ Marginal Notations ¬ Special-Interest Inserts © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Textbook Learning Features ¬ Review Questions ¬ List of Key Terms ¬ Chapter Summaries ¬ Suggested Readings or References When a text lacks a feature, construct it yourself. Prepare your own list of key terms or marginal notes. © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Textbook Learning Features Chapter Overviews ¬ Before reading: – Activate prior knowledge through previewing. – Predict the thought pattern used. – Anticipate difficult sections. ¬ While reading: – Ask, “What is important to learn? ” – Mark or underline key information. ¬ After reading: – Monitor your comprehension. – Immediately review material you cannot recall. © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Textbook Learning Features Special-Interest Inserts ¬ Read the insert after you have read the text material. ¬ Determine the purpose of the insert and use marginal notes. ¬ Review for exams, especially if the instructor has mentioned them. © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Systematic Approaches to Textbook Reading ¬SQ 3 R – Survey – Question – Read – Recite – Review © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Systematic Approaches to Textbook Reading ¬Adapting SQ 3 R – to suit material • example: Add a “study the Sample Problems” step in mathematics. – to suit learning style • example: Tape record with the review step if you are auditory. © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Retention and Recall Strategies ¬ Periodic Review ¬ Thought Pattern Recognition ¬ Association of Ideas - connecting information to ideas you already know ¬ Visualization - creating a mental picture ¬ Mnemonic Devices ¬ Using Writing - underlining, highlighting, outlining, taking notes © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Retention and Recall Strategies ¬ Mnemonic Devices: – Rhymes such as “Thirty days hath September, April, June, and November…. . ” – Phrases such as “ROYGBIV” to represent the colors in the light spectrum (red, orange, yellow, green, blue, indigo, violet) © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Summary Questions ¬ What are the features that textbooks can contain to help you learn information? ¬ What is the SQ 3 R system? ¬ How and why might you want to adapt the SQ 3 R system? ¬ What are additional strategies to ensure retention and recall? © 2004 Pearson Education, Inc. , publishing as Longman Publishers
Read the biology articles and complete the activities following the selections. “Do Animals Think? ” by Michael C. Mix, Paul Farber, and Keith L. King “The Subject is Alex” by Ken Kaufman © 2004 Pearson Education, Inc. , publishing as Longman Publishers
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