Reading and Word-Attack Strategies

Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand text. Research has shown that teachers can, and should, teach these strategies to beginning readers. The following strategies can help students understand any text in any subject.  

Make Predictions
Visualize
Ask and Answer Questions
Retell and Summarize
Connect the Text to Life Experiences, Other Texts, or Prior Knowledge
Word-Attack Strategies  

Make Predictions
Predictions encourage active reading and keep students interested, whether or not the predictions are correct. Incorrect predictions can signal a misunderstanding that needs to be revisited. Instruct students:

• Look at the pictures, table of contents, chapter headings, maps, diagrams, and features. What subjects are in the book?
• Write down predictions about the text. During reading, look for words or phrases from those predictions.
• While reading, revise the predictions or make new ones. 

Visualize
Many students think visually, using shapes, spatial relationships, movement, and colors, and can benefit greatly from this strategy. Instruct students:

• Imagine a fiction story taking place as if it were a movie. Imagine the characters' features. Picture the plot in time and space.
• Imagine processes and explanations happening visually. Use nouns, verbs, and adjectives to create pictures, diagrams, or other mental images.
• Use graphic organizers to lay out information. Make sketches or diagrams on scrap paper. 

Ask and Answer Questions
Having students form their own questions helps them recognize confusion and encourages active learning. Instruct students:

• Before reading, think about the subject based on the title, chapter heads, and visual information. Make note of anything you are curious about.
• While reading, pause and write down any questions. Be sure to ask questions if there is confusion.
• Look for the answers while reading. Pause and write down the answers.
• Were all the questions answered? Could the answers come from other sources? 

Retell and Summarize
Relating the text in students' own words clears up language issues. Retelling challenges them to aim for complete retention. Summarization allows students to discriminate between main ideas and minor details. Instruct students:

• During reading, note the main ideas or events. Put a check mark in the book or write a note to point out a main idea.
• At the ends of chapters or sections, review the information or story. Note main ideas or events and the details that support them.
• After reading, retell or summarize the text. Focus on the important points, and support them with relevant details.
• Refer to the book to check the retelling or summarization. 

Connect the Text to Life Experiences, Other Texts, or Prior Knowledge
Connecting a text to students' experiences and knowledge helps students personalize the information. It also helps students remember information when they link it to their lives. Instruct students:

• Is the subject familiar? Do the characters resemble familiar people? Have you learned about the concept from school, home, or other experiences?
• Is the style or genre familiar? Does it resemble other texts? Television shows, movies, and games can be considered "texts."
• Write down similarities between the current text and experiences, knowledge, or other texts.

Word-Attack Strategies
Word-attack strategies help students decode, pronounce, and understand unfamiliar words. They help students attack words piece by piece or from a different angle. Model and instruct students:

Use Picture Clues

• Look at the picture.
• Are there people, objects, or actions in the picture that might make sense in the sentence?

Sound Out the Word

• Start with the first letter, and say each letter-sound out loud.
• Blend the sounds together and try to say the word. Does the word make sense in the sentence?

Look for Chunks in the Word

• Look for familiar letter chunks. They may be sound/symbols, prefixes, suffixes, endings, whole words, or base words.
• Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence?

Connect to a Word You Know

• Think of a word that looks like the unfamiliar word.
• Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word.
• Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are close enough for understanding.

Reread the Sentence

• Read the sentence more than once.
• Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense.

Keep Reading

• Read past the unfamiliar word and look for clues.
• If the word is repeated, compare the second sentence to the first. What word might make sense in both?

Use Prior Knowledge

• Think about what you know about the subject of the book, paragraph, or sentence.
• Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.

 Pierina S. Pernia CH.
21.416.327

Ear method for learning a spoken language.

Do you speak the language of the community they are assigned?
this is a method consisting of tips and techniques that will help you learn an unwritten language, and will serve you if you search for an unorthodox but effective way to learn a written language, speaking and thinking in this language even before learning to read.
The method is designed to learn the language of a new culture of adoption, perhaps by a recent move to a place where there is daily contact with native speakers who can become their informers and teachers.
1. Resolve to learn:
The first thing to do is decide to follow this method, and then continue with the techniques for three months. The method is not difficult, it's actually surprisingly simple, but requires persistence and a firm resolve to use it until the end.
Read the following notes, and decide whether to use them. The choice is yours.
2. Organize the coming months:
The optimal period is ninety days. You only need between five and fifteen minutes a day, preferably in two or three periods of two to four minutes each. This method does not steal much of their other obligations or their leisure time.
3. The goal is fluency:
This method will help you become fluent in the language. "Fluency" means being able to think and communicate in that language. This does not mean that you will have a large vocabulary from the beginning, but will give you the tools to acquire, as it did (and still does) with their mother tongue.
4. Use travel routes already established language of your brain:
Although he has passed his childhood (the age at which he learned to speak) can take advantage of learning pathways that are activated when you learned your first language, using psychological tricks and imagination to their advantage. The psychological trick feature of this method is "learn to speak as you would a baby."
5. Remember your first lesson:
How can you take now, the way she learned to speak as a baby?
This form was different (in many respects) to the way they learned a second language, especially if you did in school. Our brain is very well designed to learn our first language in a particular way. It seems a contradiction that we try hard to learn other languages ​​without taking advantage of the pathways that are activated within us when we learn to speak first.
Examine the elements of learning a second language in school. How much use the way you learn to talk? Did you learn to spell words before they learn to say them? Did you have a large vocabulary from the beginning? Are you worried pronounce each word correctly if you served in any case to get what you needed? ¿Memorize the meaning of words that would not use or need immediately? Did you learn the rules of grammar before you use them? No.
Remember how boring it was hard and learn a second language in school? Would you like to learn the next without books, reading, writing, grammar rules, memorizing endless lists or exams? Perhaps this approach is a response to your wishes.
6. First, the imitation
Since he can not return to the past, and never will have one or two years of age, can not play exactly the way you learned to speak. Still, it can imitate.
This method takes advantage of the psychological evidence that each experience of our lives unconsciously stored somewhere in the brain. Some can only be brought to light under hypnosis. What you want to remember are the internal methods of learning that used to learn their mother tongue.
7. A psychological method:
This method uses the learning pathways that are activated in your brain when you learned to speak, and retrieve them for help to acquire another language. This learning capacity has a physiological basis in our genetic makeup, developed over millions of years of natural selection that gave some primates the ability to acquire language.
8. One thing to remember:
You may be surprised to discover that when he learned to speak while I was learning how not to talk. When people around him respond positively to certain sounds that you did and not others, reinforcing acceptable noise in your mind. I was learning what had to say. Of all the random sounds that emitted as a baby, learned to distinguish those that were not acceptable or perhaps simply useless. Now in the new language, learn to say things or make sounds that you have listed as unacceptable or useless.
For starters, it will help you acknowledge that you have to forget it has established taboos against certain sounds.
It's like the ridges and grooves of a record. Their shapes are inconsistent, and the turntable needle up and down in response to variations in height or depth. Sounds like you learned what not to do when he learned to speak, you now have to dust off and use the sounds that once categorized as unproductive or incorrect.
9. Pronunciation. Start like a baby:
To begin to unlearn what sounds you can not say, start by making all kinds of random noises with his mouth. Include also those who considered rude, crude, bizarre or unpleasant (such as belching, popping, gurgling, squealing and grunting).
10. Take the time to shower:
When you start this exercise, you may feel embarrassed. It is logical, since it is exercising a learned behavior (in childhood, unconsciously and intuitively) that is unacceptable. The solution to this problem is, at first, solo practice (eg in the shower or in a remote location) to be able to make these sounds with others nearby.
11. Sociolinguistic function of laughter:
When practicing these sounds, you might get a laugh. this is an important indicator. Sociologists have discovered that laughter is a behavior that reduces social tension. Their laughter and their laughter is the means of reducing their disgrace. They are also a sociological indicator that reveals his embarrassment.
12. Do not give importance to make funny noises:
Keep practicing until it just does not feel like laughing. Then start practicing with a trusted friend, until you need not laugh. Finally, you can try with an acquaintance or a colleague who is not so close. You may have to explain why he does these noises, since that person will be surprised that the sounds coming out of his mouth does not make any sense. It aims to be castrated to emit strange sounds without feeling embarrassed.
It will be a surprise to discover that you are physically able to speak in any human language, and emit all the sounds of any of them.
Any barrier to pronunciation that believes it is more psychological than physiological, so pay attention to the psychology of language learning, as in this method.
13. It intends to acquire an extensive vocabulary:
Remember that fluency does not imply the same level of understanding and practice you have in your language. Fluency means the ability to operate, communicate and function socially in a language.
His goal, in these three months, must be a vocabulary of only three hundred words, but words that are useful every day, to be understood and get what you need. What you need is an operational flow, not a large vocabulary but impractical.
14. Maximum five, minimum daily word:
Put the goal of learning one word at least daily for ninety days. Without letting either one. Devoting at least five minutes a day to the new language does not seem to be difficult. The biggest obstacle is not to forget his intention not to let a day pass without learning a new word
The limit of words to be learned in a day is five. At first, be tempted to learn long lists of vocabulary. As the months go past, no longer so sure. Right now is when you have made the firm intention to learn at least a daily word.
15. Choose the vocabulary to be used immediately:
When he learned to speak, the words were existential. The learned to use them, not to memorize them. Choose each day to learn a word according to the business carried out at the time. For example, thirsty, your goal is to learn to say "I want water." Two words. You can increase the number three also learning to say "give me water."
The next day when you may need salt at the table. Well! You know three words: give me love, water. Use you already know and learn how to say "I want salt" and "give salt". Note that the second day only learned one word, but has also learned to use in the context of already knew.
Practice words and phrases you have learned in previous days. Do not let you forget. When choosing a new word, always keep in mind that the goal is the fluidity. Learn how to use them and to operate them.
16. The basic vocabulary of every day:
The mistakenly sometimes called "home vocabulary" is a list of about two or three hundred words that are used to eighty or ninety percent of our daily conversations, excluding all professional or specialized words that are commonly used for all society.
If you choose this type of everyday words "current" (existential), after three months his vocabulary is pretty close to "home vocabulary" of that language.
17. Maximum 15, minimum 5 minutes a day:
At any point of intensive learning of a subject, ninety percent of our ability to concentrate is condensed in the first five minutes. If you take the most effective use of their time and ability to learn, take only those five minutes a new language every day.
You can do this a second time, and occasionally a third in the same day, if you feel like. This is not necessary, although it is essential to devote at least five consecutive minutes each day.
18. Do not read books or take notes:
Remember how he learned to speak. It started with a book. I could not read or write, so I could hardly use these skills to learn to speak. Neither the need to become fluent in a second language. In the first three months, reading and taking notes can be an obstacle to achieving fluency. Do not write new words to learn. Burn should focus on your mind, not on paper. It's like learning to multiply and divide before relying on support from a calculator. Write the new words, this method makes it less hard to be saved.
The best strategy is to wait until after the first three months before attempting any reading or writing in the new language. By then, you'll find a series of fun facts and pleasant, and Spanish, he learned to write and what you thought it was "an implement," became "a pear". These things are not going to prevent the realization of the flow in the first three months.
19. Do not learn grammar rules, feel it:
When he learned to speak (with a year or two), assimilated it was right to say "I go," and "he goes." On the basis of trials and corrections (by their elders) learned that it was wrong to say "he go." I was not learning grammar rules, but he corrected while practicing.
Many years later, studied the formal rules of grammar for the conjugation of the verb "go". But long before, had the impression that it was incorrect to say "he go." In this method, the goal is to remember that feeling and use it effectively on learning another language.
Every time you learn a new word should be used in many contexts as possible. So start to learn grammar unconsciously. As described above, you can organize meetings at which you play the role of a boy who "correct their elders." His goal is to memorize what sounds good. What "sounds good" is as correct grammar.
20. Remember that the tone also states:
In European languages, the phrase "That's exactly" has a different meaning to "That's exactly" (capital letters are used to indicate the part that is emphasized). In European languages, we use the pitch to vary the implications of our words.
In Akan, by contrast, the language can be changed by a variation in tone. "WO ko" means "you go", while "KO wo" means "he goes" With this in mind, whatever language you choose to learn by this method, be receptive to the use of cadences, and not be surprised that they are used very differently than their mother tongue.
21 Use your vocabulary, however limited, in many ways:
Although it will study the grammar rules consciously try to explore how words change in different contexts, and Spanish, "go" changes to "go" when used with "he." Its aim is to use grammar, learn what sounds good, not rules.
22. Look for three to five informants or teachers:
In his daily rounds, there will be people you see every day or very often. Maybe at home, at school, at work or resting place. When you get to know and count on your friendship, ask anyone to be your teacher in the local language. You'll find that most people are pleased to be asked, especially if not time consuming.
23. Train your reporters / teachers:
Remember that going to help you probably have the same status that you or your subordinates are (a waiter or chef can be an excellent choice if that is your native language). It will cost you treat him like a baby, so avoid to think that they are doing. No need to say what he thinks, just give them simple instructions on how you want to help.
Tell your informant / teacher who only wants to teach you a word a day. Insist on it with those who want to teach a long list on the first day.
24. Give them the last word:
The key to this method is to train teachers / informants to have the last word. Must repeat every word you learn. This grant requires discipline.
When you learn a word, be prepared to repeat it to his teacher. Master the urge to do, and train their teachers to always say the word (or phrase, when you reach that point) after you. Informants may cost them a while to assimilate the basic rules you need.
25. Having the last word is too comfortable:
There is something disturbing about the last word left his teacher. It may not be obvious at first, but you will have a strong desire to say the word after him. If you do, your mind will feel comfortable and experience a sense of completion and fulfillment.
This feeling of satisfaction is an obstacle to deeper learning of the word. Avoid it. In fact, this method takes advantage of the feeling of discomfort you experience when it was not you who spoke last.
26. Make sure your teacher feel socially comfortable:
Make sure your teacher does not suspect, but when you repeat words or phrases that you say, imagine a baby who corrected their elders (parents, siblings, neighbors, anyone who did when I was learning to speak). He is correcting, but do not want your informant to be embarrassed about it, since it does not want to contribute to its "ridiculed" to correct him.
All that his informant / teacher should know is that you want to repeat each word or phrase after you say it. What you think is your problem or concern you. This is a psychological method of learning a language, so what happens to your mind is part of the system.
27. Use laughter to give encouragement:
Another thing that may initially look like a problem, but help can make is laughter. Often, people will laugh when you start talking in their language. You are used to consider these laughter as a sign of contempt, and not to be ridiculous. Do not believe so.
As a baby, people who loved him laugh made them very happy because anything you try. In most cultures, the laughter you hear when you try to talk are based on the joy, not contempt.
28. You can interpret the laughter as you want:
Since you are not obliged to believe that people are laughing at you when you try to talk, tell yourself (a positive affirmation builds self-esteem) that laughter you hear is from someone who loves you, and are glad to see that attempts learn their language. At first you can not believe when you tell yourself that laughter is to encourage you. No matter, do by telling. If repeated many times, will become true.
29. When you forget to learn a word a day:
What to do when one day discover that yesterday did not learn even a word?
This method can cause a slight emotional depression. For an adult, it is difficult to bear to be corrected every day, even though they do not know that you feel that you corrected. As in Alcoholics Anonymous, remember: "One day after another." You can not return to yesterday. We agree that we are at today, and can learn a word, just this once.
30. Your emotional state is part of this method:
During the day, your emotions wax and wane. While using this method, your average will be slightly below the line of comfort. Remember that triggered a situation which continually correct him, and unconsciously may feel depressed by this process. Forget the word to learn every day is the way in which your subconscious tries to cope with the mild depression that is part of the method.
When you discover that one day you forgot to learn the word used, you know that the method is working. A council of Alcoholics Anonymous: You can not go back and change yesterday, just started today. Learn a new word today.
31. What to do at the end of three months?
The three months that have to try this method will pass faster than you think. In the end, not only will flow, but will have learned the method to acquire and will have gained the ability to ask them to help build vocabulary in their own language. It may even happen that occasionally dream in this new language.
What to do when they finish the three months? You can continue in the same way, slowly learning more vocabulary work? Or maybe you are ready to try to read and write the words you already know.

Students: 
Javier E. Mora H.
20.423.259
Glendy Y. Delgado D.
20.625.403
Pierina S. Pernia CH.
21.416.327

Seven ways to learn English at home

Do you know the most popular methods to learn English quickly?
Remember all the times you have tried to study English - perhaps you've noted more than once to any academy where you learn everything you say is hello, goodbye ... and the numbers in English. You might have tried with tutorials and I have hurt my pocket without being able to master the language, or perhaps you've tried a summer course in any English speaking country and a few months and have forgotten what you learned ...
But how to learn English easily and without costing us a kidney? According to a recent survey conducted among people who want to learn English in our country, over 65% are choosing a method for learning to speak English at home.
Among the most popular methods currently include seven:

    Maurer Method
    Vaughan Method
    Pimsleur Method
    Assimil Method
    Method Linguaria
    Callan Method
    Rosetta Stone Method 

Maurer Method
Maurer Method is based on learning a vocabulary of 1000 words, at a rate of 50 words per week and over a period of 20 weeks.
As we learn to pronounce words teach us phrases and using them in different situations. You can study on CDs or MP3, and the method is taught from the Distance Learning Center CCC.

Vaughan Method
The method consists of repeating phrases Vaughan in English until you learn with the help of the books of translation (translation booklets).
The classes will be based on the conversation, to expedite the student's oral expression with constructs sentences and reverse translation.
The method is applied through the different modes offered are: Textbooks, free email lessons, classroom lessons to individuals and businesses, residents to live with native Anglophone few weeks, Camps for children and youth radio station in English 24 hours a day, and television and documentaries in English classes. 

Pimsleur Method
The Pimsleur Method is based on the natural process of memorization, first listening and then repeating and translating what we heard.
Not need books, or do grammar exercises, is studied through CDs and MP3. 

Assimil Method
Method Assimil With assure us learn English from 5 to 7 months with a commitment of 20-30 minutes daily. It consists of two phases: passive and active.
In the passive phase we repeat recordings heard and read.
In the active phase alternating lessons learned we practice what we have already studied with exercise, learning to build our own phrases.
Is studied through books, CDs and MP3s.

Method Linguaria
Linguaria Method of listening and repeating phrases in English until you learn. The sentences are short at first and as we move are becoming longer.
Auditions will be conducted through the same CDs guided by a teacher and two natives. Not need books or exercise. 

Callan Method
With the Callan Method say we can learn in a quarter of the time an English language school. This system is different from others because it is based on learning English with a partner / a, what they called Teach-Each-Other.
Teach-Each-Other consists of two people to teach English to each other. Students take turns to make teachers and students through books with exercises, grammar and tests.
It takes place in three stages: Listening and Speaking, and assimilate Repeat, reading and writing. Can be studied with ebooks that include audio, or through printed books with CDs. 

Rosetta Stone Method
The Rosetta Stone method is learned through a software program that is based on interactive process Dynamic Immersion. One of the most natural methods for memorizing learned through the audiovisual field.
The interactive program shows a combination of images, sound and text that we learn to associate progressively. There are translations and grammar explanations. 
  
Students: 
Javier E. Mora H.
20.423.259
Glendy Y. Delgado D.
20.625.403
Pierina S. Pernia CH.
21.416.327

Others Reading Strategy

Strategy 1: Ignore the words that are not important 

When you read will find new words that do not understand. The first thing to do is to determine the importance of the word in the sentence. If they see that the word is not important to deduce its meaning or simply ignore them. Do not use the dictionary every time you see a new word because it prevents flow when read. If they see that the word is very important and prevents understand the main message then continue with the strategy 2. It is often possible to understand the message without having to understand every word.

 Strategy 2: use context to guess the meaning of the word 

Suppose we have found a word that is important. Before using the dictionary trying to guess its meaning. See the context in which the word is used. Quickly determine if a verb, noun, preposition etc to make it easier deduction. Once you have an idea can consult a dictionary. You will see that this strategy will remain more words in their minds.

 

Guess the meaning is a skill that has to practice and there are many situations in which they have to be careful. This is the case of "phrasal verbs" or "idioms" are words that when joined together form a completely different meaning sometimes the meaning of individual words.

 Strategy 3: Scan for specific information. 

"Scanning" is a technique in which the reader tries to absorb all the information they seek specific information. To scan properly one must start at the superiory quickly go line by line. It is a good technique to search for answers and is widely used in tests where we have English reading activities.

 Strategy 4: "Skimming". 

It is very similar to the "scanning" as it reads quickly. The difference is that in "skimming" one is not looking for specific information but an attempt to understand and get the main idea of ​​the text without paying attention to detail. "Skimming" is widely used to do research.

 Strategy 5: "Extensive Reading" 

You use this strategy to obtain a general understanding and includes the reading of long texts. It is very common to use this strategy to read novels, articles or textbooks.

 Strategy 6: "Intensive Reading" 

Here one pays attention to every detail. One is focused on understanding every word. It is very common in contracts or reading reports of the utmost importance.

 

These are just some strategies and ways of reading that you can use when reading. It is also important to know what kind of readings read. Remember:

 Read something that is interesting 

Who reads something in Spanish to force? Forced reading is something that does not contribute much to learning. Choose something that will cause interest and curiosity as this will make reading easier to understand.

 Read books that are not too difficult 

I recommend reading texts that are at an appropriate level. It would be frustrating to read complex texts. The recommendation is to read 6 to 10 new words per page.

 

In conclusion, no one understands everything about reading. Do you understand all the words when read in Spanish? Before rushing to open the dictionary to analyze and make inferences. Try to get the meaning from context. Do not forget to use the right strategy at the time to read. It all depends on who is reading (an article, a paragraph in a review, magazine, book etc.).

 

Remember that when you read their minds imagine a scene and make your mind recognizes structures learned in class, review and learn vocabulary, and form a pattern of writing (ie, if your mind will read emails how to format an email and as more you read, the easier it is to write an email). Then begin reading as soon as possible and see how much they help in learning English.

Referencias:http://www.inglestotal.com/estrategias-de-lectura-en-ingles-reading/

Reading Strategies

There are variety of reading strategies depending on the type of text, purpose of reading a book. So we have the global read when the reader just looking get a general idea of the contents of the text or when looking for specific information that can be recognized by their shape (in a phone, using a dictionary, etc..) we use the scanning, when aim to identify the main ideas of a text, we make use of skimming. A strategy that allows us to present the ideas in a text, how they are related (relation of subordination, main ideas and supporting details) to reach plasma through a graphic organizer is the Outlining.

Referencias. http://in-omnia-paretum.blogspot.com/2008/12/estrategias-de-lectura.html

Reading Strategies - The Method "PEPL4R"

A variation on the EPL-Triple R is the PEPL4R. It is mainly used to extract specific information and data from a text.

 

PEPL4R is a reading strategy in an efficient reaffirms the basic steps in the process of reading. The P is for Purpose, the E is to examine rapidly, Ask P is the L to read selectively and the four R's are Repeat, Record, Reflect and Review.

 1 .- Purpose 

Before reading, ask yourself why you're reading this text in particular and what you get. When you have achieved your purpose, then stop reading.

 

Thus, the principle of first establishing your purpose, whether to get the focus or theme, main ideas, main factors or traits, evidence, arguments and examples, relationships or methods, you can encourage to use the technique of reading take you to what you're looking at a minimum of time.

 

For example, if your purpose is to find specific information such as a phone number in the phone book, a mathematical formula in a book, a definition in a dictionary, or data in a paper, it is normal and obvious once you find what you were after, sure to "read". That kind of "reading" is more a "screen" and you use it in cases like those mentioned above.

 2 .- To examine 

Examine quickly ("check it out") the most important aspects of the text - the title, headings, paragraphs and summary main - that you used to get an overview of reading and detecting which ideas, problems and questions addressed. In doing so, the goal is finding the central idea, focus and the way in which the author treats the subject of the text or section you are reviewing. This inspection must be conducted no more than a few minutes.

 3 .- Ask 

Raises questions about the answers you are looking for:

 

What do I need to know about this? What information do I draw?

Turn the first heading in question, so that when you read the text find the answer to it.

TIP: In this step, you activate your prior knowledge about the topic for easy and efficient reading comprehension. This way you also avoid questions ask yourself which you know the answers.

 4 .- Read selectively 

Read to find answers to your (s) question (s). Usually reading the first sentence of each paragraph, do you know if there is the answer to what you're looking for.

 

Sometimes the text "list" the answers to the expression "The first point ..., second ..." and so on. In other cases you have to read each paragraph carefully in order to understand the next, and so find the main idea "hidden" in the text.

 

Basically, you look for ideas, information, evidence, etc.. provide you the information you are looking for.

 5 .- Repeat 

No you are viewing the text, repeat the answers to your (s) question (s) using your own words as much as possible. If you can not do reasonably well, double check that section.

 6 .- Register 

Write a brief review of your (s) question (s) and their answers. The answers you want to write in the form of short phrases or "keywords", not long sentences. You should serve to reinforce learning and to assist in the review step in this strategy of reading.

 7 .- Reflect 

Have recently done research on cognitive psychology and suggest that the comprehension and retention increase when "elaborate" new information.

 

This means thinking about what you read, present the information differently, compared to previous knowledge, create categories, associating with one another, connect the learning to your own knowledge and personal experience, and generally organize the ideas and then rearrange . This can be achieved through your imagination and on paper.

 

Normally at this point you can develop the record (step 6), and maybe rearrange either: formal phrases, hierarchies, tables, flow charts, mind maps, or even through simple "scribbles."

 

After passing through the same process from step 3 to 7, with the next section, and so on.

 8 .- Review 

Examine your notes "reduced" the article or chapter, seeing them as a "whole". This allows you to visualize some kind of global organization that contains all your information at once. Then repeat out loud using the questions or other stimuli as indicators or clues to remember.

 

TIP: This exercise in repetition, it should be performed in minutes and should be performed regularly with the material you consider most important to remember.

  Reading strategies for textbooks, manuals and courses 

When you read textbooks, manuals and courses there are several stages and levels to achieve your goal. The question to answer is: "Until this moment, I understood enough to achieve my goal? If your answer is yes, stop reading. If not, read on.

 

Steps:

Before you begin reading, look who is the author and the date of publication. Read the preface and index. Check out the diagrams and drawings quickly.

Examine the first and last chapters. Frequently these are introductory chapters and colle ction and can give you the information you need.

With the help of the index, middle chapters reviews. This takes you into the book in a more profound and lets you decide which chapters you should read carefully intermediate.

Read the middle chapters to accomplish your purpose.

Make notes of relevant information.

Check the glossary, index and appendices as much as needed.

Browse quickly and selectively reading, are the fastest and most efficient techniques to get what you need from textbooks, manuals and courses. Many people think they do "cheat" by not reading every word in the book, that's not true. In fact, you're cheating yourself when you waste time reading material not essential to achieve your goal. 

By

Javier E. Mora H.

ID: 20.423.259

Glendy Y. Delgado D.

ID: 20.625.403

Skimming and Scanning

Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.

There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

 

Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.

When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

Reading off a computer screen has become a growing concern. Research shows that people have more difficulty reading off a computer screen than off paper. Although they can read and comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

 

By: Javier E. Mora H.

ID: 20.423.259

Reading Strategies - The Method "EPL-Triple R"

Student: Delgado D. Glendy Yohana.

ID: 20.625.403
www.cusxxi.edu.mx/lectura.pdf

With this method you can improve your understanding to read and memorize important information more easily. The EPL-Triple R is a reading and study strategy versatile, as it actively engages the reader in the process of reading.

The short version of this reading strategy:
• First, examine (and) the text to quickly detect and locate the main points essential parts. This helps you to know that reading can expect you will do.
• Next, determine the purpose for reading by asking questions (P) on the subject and text.
• After you READ (L) actively seeking answers to questions asked previously.
• Next, monitor your reading comprehension level REPEATING (R1) - preferably out loud - the main points of texts and registers (R2) - preferably in writing - the main information.
• Finally, reinforce your reading comprehension level REVIEWING (R3) above activities.

Review, Question, Read, Repeat, Record, Review - EPL-Triple R

E = Examine
This is the first step that can save you time. Quickly begins by examining the text before reading. Consider everything that stands in the text: the index, the syllabus, the titles and sub-titles, headings in "bold", quotations, illustrations, graphics, side notes and summary. Now ask yourself: What is the text? What are the main topics to be included?

P = Questions
Change headers, titles and sub-headings in the text questions. Then try to take what information follows. Ask yourself: Who?, What, Where? When?, How, Why?, As if you were a journalist. Becoming these questions and then seeking answers to them, you can focus your attention to get the desired information quickly and efficiently.

L = READ
Now read the text actively. Try to find the answers to your questions, spending most of your time on the material that you think important. This process vs Questions. Answers will help you read actively, instead of just being a mere passive reader.

R1 = REPEAT
After completing each section, put away your eyes from the text. Now try to repeat the main points of your reading. This repetition will make it clear what you have learned and what is not. Reread the text as many times as necessary until you can repeat all the points of each section.

IMPORTANT: This process is much more effective if you do it out loud.

R2 = RECORD
While you are repeating the important points of text, you can record or write all the information you feel you have to remember. You can record this information on sheets of paper or flashcards you can use them later.
TIP: The registration information you can take the form of questions and answers.

R3 = Review
Now review all the material. Read the headlines again. Repeat all the ideas and points of each section of text. You always refer to your written notes as you check your material: in this way is much easier than you can remember later events, points, important information, and so on.

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