Posts Tagged ‘college reading skills’
January 13 - More on Students and Reading
By: Maryellen Weimer, PhD in Effective Teaching Strategies, Teaching Professor Blog
Last week’s “Sink or Skim” blog post on students and reading generated some comments! Yes! Thank you!
Dave shared his daily quizzing strategy which he describes as “brief but challenging.” His approach includes several noteworthy design features. First, before the quiz students can ask him about anything in the chapter this is unclear to them. Then they take the 10 question multiple-choice quiz. After that they retake the quiz in groups of three and their score is an average of the two quiz scores.
July 23 - 11 Strategies for Getting Students to Read What’s Assigned
By: Mary Bart in Free Reports, Teaching & Learning
Despite the correlation between reading and course success, many students try to do as little reading as possible. Whether your students struggle with the material or simply lack the motivation to read what’s assigned, this report will help ensure your students read and understand important course material.
May 14 - Is There a Place for Reading Lists in Today’s Curriculum?
By: Maryellen Weimer, PhD in Curriculum Development
Given the difficulty most faculty have getting students to read for courses, even assigned reading in required textbooks, reading lists may not be used as extensively now as they were 20 years ago. Nonetheless, they still figure prominently in the delivery of independent studies, special topics courses, and senior and graduate seminars.
April 13 - Helping Students Understand What They Read
By: Lydia Conca, PhD in Effective Teaching Strategies
Many college students struggle with their reading assignments. As a teacher educator with expertise in reading development and disability, I find it useful to model effective reading strategies and provide immediate feedback on those strategies frequently used by students. One versatile method I use with undergraduates involves examination of what they underline (or highlight). Throughout the semester, I ask students to refer to their assigned readings and share with the class passages they underlined and reasons for their selection. In this way, the types of thinking that accompanies purposeful, active reading become more apparent.
