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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 readers own words and without looking at the text, srite down very short cue phrases. Think about the meaning, making certain what youwrite is noteworthy. Use key words, key phrases, or numbering systems for 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 till you can. Then go to question number two

Benefits. Eliminates the time-consuming process of rereading or "loking 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 students are using borrowed or library books, then the key words must be written on notecards keyed to the appropriate page numbers). Avoid listing anything that might be an answer to a question
• In the review, self test. Recite the points you weren't able to recall, rather than those you recalled

Illustration: 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 infnancy 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 eight stages?"
• Upon reviewing, the student should cover the printed text, and using the phrase, "Erkson's eight 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 need not take valuable study time

The Parcer System of Textbook Study

Purpose. Many college students read and reread text materials in a haphazrd, unorganized manner and never quite grasp what the teacher or author intends. The following method is designed to help you study more efectively. By answering the questions following each passage correctly, you hsould get an idea of the correlation between organization and the development of memory and study skill.

Rule. Most of your reading in college consists of textbook material. Each chapter in a textbook is divided by headings and subheadings. These are a few simple steps that might help you study such material.

• Get a preiveiw of 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 answer in that section using who, what, when, where, why, and how.
  • Read the section to answer the question(s), but be alert to any unanticipatedinformation as well
  • Check your understanding of each section by:

    reciting to yourself answers to the questions you asked

    make 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

• Guage the size of each section you handle by the difficulty you have understanding the material, the detail you are expected (or wanted) 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
• If you have jotted down notes, after completing the chapter, 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 system 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 longh 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?