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Methods of Reading a Textbook
Systematic
Reading--SQ5R
- Survey.
Read only the chapter title, subtitles, italicized terms,
boldface type, and introductory or summary sections. Make
mental predictions about what the titles and subtitles imply
the chapter will discuss.
- Question.
Go
to the first major heading. Anticipate what will be in that
section. Using the interrogatives who, what, where, when,
and why, turn heading #1 into a question. Then write the
question down.
- Read.
Read the chapter section by section for the purpose of answering
the question.
- Record.
In the reader's own words and without looking at the text,
write down very short cue phrases. Think about the meaning,
making certain what you write is noteworthy. Use key words,
key phrases, or numbering systems for parts of your answer.
- Recite.
Cover your answer and recite it from memory.
- Repeat.
Repeat steps 2, 3, 4, and 5 for each section in the entire
chapter.
- Review.
Recite all answers from memory. If you can't recite all
of the answers from memory, keep studying until you can.
Then go to question number two.
Benefits:
Eliminates the time-consuming process of rereading or "looking
over" the material endlessly without ever really testing
the memory. This involves active reading which sharpens
comprehension.
The
Cornell System
- This
system was designed for lecture notetaking, but fits equally
well in taking notes from the text. Its greatest benefit
will be to aid the student in the recall process.
-
- Underline
from each section of the text several key words or phrases.
- Summarize
the concepts represented by the key words and list
them in the book margins or at the bottoms of pages.
(If the students are using borrowed or library books,
then the key words must be written on note cards keyed
to the appropriate page numbers). Avoid listing anything
that might be an answer to a question.
- Recite
the ideas associated with the key words, especially
those you weren't able to recall.
- To
illustrate Cornell: Suppose a student is reading a textbook
on psychology in which he finds a section on the famous
psychologist Erik Erikson. Erikson is remembered in his
field for his theoretical model of the eight stages of psychosocial
development, which most people must pass through as they
move from infancy to late adulthood. Erikson represents
each stage by two conflicting terms such as in stage one,"Basic
Trust vs. Mistrust," or in stage eight, "Ego Integrity
vs. Despair."
-
- The
student may choose to underline the names and characteristics
of the eight stages.
- The
student would then list in the margin or on a note-card
the words,"Erikson's 8 stages?"
- Upon
reviewing, the student should cover the printed text,
and using the phrase,"Erikson's 8 stages,"
recite all he/she can recall about the eight stages
with their important characteristics and age ranges.
If he/she can recall only five of the eight stages,
he/she knows exactly which ones he/she needs to review
and also which ones he/she need not waste time to go
over again.
The
Parcer System Of Textbook Study
- Many
college students read and reread text materials in a haphazard,
unorganized manner and
never quite grasp what the teacher or author intends. This
information is intended to show you a method by which you
may be able to study more effectively. By answering the
questions following each passage correctly, you should get
an idea of the correlation between organization and the
development of memory and study skills.
- These
are a few simple steps that might help you study such textbook
material.
- Preview
the chapter by reading the title, section headings, summaries,
and looking at charts, maps, and graphs. Return to the beginning
of the chapter and read section by section, following an
ask-read-check sequence.
Ask
a question from each section heading that you anticipate
will be answered in that section using who, what, where,
when, why, and how.
Read
the section to answer the question(s), but be alert to
any unanticipated information as well.
Check
your understanding of each section by:
- Reciting
to yourself answers to the questions you asked.
- Making
mental notes of additional information not anticipated
by your pre-formulated questions.
- Jotting
down key words or brief phrases that will later cue
your memory to the important elements of the section.
- Relating
the section to previous and future sections and to the
larger picture gained in the preview.
- Gauge
the size of each section you handle by the difficulty
you have understanding the material, the detail you
are expected (or want) to retain from your reading,
and the time you can afford to invest. At times you
might deal with a full chapter as one unit; at other
times you might move through the chapter a paragraph
at a time.
Evaluate
your understanding by looking at your notes and reciting
to yourself everything you can remember about the chapter.
If you did not jot down notes, after completing the chapter,
evaluate your understanding by reciting to yourself everything
you can remember about the chapter and writing briefly what
is important for later review.
Relate
what you have read to what you have learned elsewhere:
other readings, class lectures, personal observations,
etc.
-
PARCER
is easy to describe, but more difficult to apply. However,
application, not description, is the significant part.
You will need to apply PARCER to at least five
chapters of text before the systems feels comfortable
to you. With each trial, evaluate yourself on the following
points:
-
-
- Am
I able to read and study more efficiently than last
time?
- Do
I check my understanding of each section without looking
at the book?
- Are
my check notes long enough to help me but short enough
to conserve time and energy?
- When
I evaluate my understanding of the chapter, do the check
notes cue sufficient detail for my needs?
- Have
I related the textbook material to the lecture, to any
labs, and to what I already know?
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