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I Read It but I Don’t Get It. Reading Critically. I. Decoding vs. Reading. Decoding : translating the alphabet into words and language Reading : processing the code into meaningful information Interpretation and thought, conscious and unconscious. II. Good Readers’ Strategies.
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I Read It but I Don’t Get It Reading Critically
I. Decoding vs. Reading • Decoding: translating the alphabet into words and language • Reading: processing the code into meaningful information • Interpretation and thought, conscious and unconscious
II. Good Readers’ Strategies • Determine what’s important • Use existing knowledge to make sense of new information • Ask questions about the text before, during, and after reading • Monitor their comprehension • Use “fix-up” strategies when meaning breaks down • Draw inferences from the text • Synthesize information to create new thinking
III. Knowing What’s Important A. Purpose: why am I reading this? B. Textual Conventions: telling you what’s important 1. Bold/italics 2. Titles and headings 3. Images C. Questions 1. Given 2. Title/topic 3. Textual 4. Test/quiz
4. Finding Possible Questions for Tests and Quizzes • a. Terms: who, what, when, where, why important • b. Cause and effect • c. Patterns/themes • d. What should I know if I know nothing else? • Create at least one hypothetical question for each subsection/paragraph of reading
III. Knowing What’s Important D. Background Knowledge 1. Lecture 2. Other texts 3. Human nature and common sense 4. Own life Drafting E. Structure 1. Thesis 2. Topic sentences
IV. Crossing the Freeway: Knowing When You are Lost • Common misconception: Good readers can sit down and read anything and understand it the first time they read it. • Reality: Good readers often have problems reading difficult text but know when they don’t understand and have ways to get back on track.
are making • between only • consists often • continuously with • corresponding one • curve points • draws relation • variation set • graph table • if values • isolated variables • known
“If the known relation between the variable consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation.” • (Basic College Math, M. Michael Michaelson, 1945)
Last Serny, Flingledobe and Pribin were in the Nerd-link treppering gloppy caples and cleaming burly greps. Suddenly a dirty strezzle boofed into Flingledobe’s tresk. Pribin glaped and glaped. “Oh, Flingledobe,” he chifed, “that dirty strezzle is tunning in your grep!”
Crossing the Freeway A. Voices 1. Reciting Voice: the decoding voice 2. Conversation Voice • Interacting • Distracting Note: stop listening to the voices if they tell you to do anything illegal/dangerous
Crossing the Freeway B. Signposts 1. Lists: “and,” “then,” “or” 2. Numbers: “one/first” necessarily means “two/second” • If see “three/third” go back and find “two” 3. Logical sequence: “if…then” 4. Definitions: “X is…”
Crossing the Freeway C. Marking Text 1. A Pencil in Hand is Worth Two Hours Studying 2. Post-it notes 3. Note paper
What To Do When the Car Breaks Down: Fix-it Strategies • Make a connection between the text and prior knowledge • Make a prediction about what the rest of the text may say • Stop and think about what you have already read • Ask yourself a question and try to answer it • Reflect in writing on what you have read • Visualize the descriptions of the text • Use print conventions • Retell what you’ve read (bother siblings; what else are they good for?) • Reread • Notice patterns in text structure • Adjust your reading rate: slow down or speed up
