How To Read In College: Part 4
“Four” this last paper for my expository writing class I have found, yet again, the best information from the two text books on reading comprehension and ideologies. This last information from the books that I chose for the semester (really textbooks I liked and got to pick) for my writing class (and to get the most out of for reading’s sake) was from Reading Comprehension Strategies: Theories, Interventions, and Technologies by Danielle S. McNamara and not Reading Strategies For College and Beyond by Deborah J. Kellner this time. There were several “awakenings” or “notifications” as I read each book, but again, I am presenting the information I found and liked best here.
The best information was in-text. Additionally, it was a realization! McNamara (2012) explained that while we are reading to learn bountiful information and what can seemingly be way too much at once, there is a simple method to comprehend and remember what you read. It is on the basis of questions, and is specified by her, when she mentioned using technologies can be a great help in understanding.
A main strategy in the ending quarters of my books, a strategy I found particularly exciting and meaningful was the ASK to THINK-TEL WHY strategy. McNamara (2012) says “it is designed so that the structured discussion resulting from its use in a collaborative learning context is intended to induce in learners a variety of cognitive and metacognitive processes that in turn are expected to enhance comprehensions of material discussed.” She further says that “Guided Peer Questioning uses learner-generated questioning to elicit such cognitive activity such as self-explanation, inference, speculation, elaboration, and making connections between the text and the relevant prior knowledge of the world beyond the text.”
This technology plus my inclination to want to understand, I will now be combining and utilizing while reading more tedious textbooks. My first question was how do I know what my memory is capable of while I am reading, but more importantly I wondered about question origination along with my memory. I noticed that while I am reading my mind generates questions without even really noticing. I decided to use those questions (when I think “like …” and “um?”) to formulate comprehension.
Another important fact to consider when reading for utmost comprehension in college is having several browsers open, as to study in different offices. Once, I was explaining “the internet” to my mom and she wasn’t really comprehending, I could tell. I continued to try to relate the new material of navigating on the internet with the likeness that it is like going to the grocery store (whereas you see stuff, but look for stuff, too). In this simplicity, because we are taught at such young ages, how the grocery store works, you continue to search for what you need and like within. Similarly to that, as I am studying for classes and working on several instructors demands or required work, I started utilizing my browsers. I open Chrome, Mozilla and IE all at the same time and can then feel more organized, which makes finding and getting information much easier. While I have a book open on my laptop, other tabs include sites such as dictionary.com or google.com for extra information that is relevant to something that I don’t fully understand and is possibly said better, elsewhere.
As such, it was such an easier method to stay focused within classes. Since, I noticed that maybe not only advertisements are the goals of the browsers. For example and reiteration, Kellner (2007) advised in Paper 1 of my “How To Read in College” papers, it was advised to read simply with a chart that can be used unlimitedly and with premonitions or preconceived guesses about specifics. These premonitions are best when reworded and improved, but actually noticing you are questioning parts of material helps even more.
By: Jessica J. Bodle
Kellner, D. (2012). Reading strategies for college and beyond (Revised First Ed.). Cognella, a Division of University Readers.
McNamara, D. S. (2007). Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.