Posts Tagged ‘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.
October 12 - Students and Reading: Another Good Idea
By: Maryellen Weimer, PhD in Faculty Development, Teaching Professor Blog
The quest to get students doing assigned reading and engaging with that material is one of those ongoing challenges faced by university and college teachers today. Simply assigning the reading, telling students to do it and making threats about what will happen if they don’t is rarely enough to get most of today’s students interacting
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.
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.
November 13 - Why It’s So Hard to Get Students to Read the Textbook, and What Happens When They Do
By: Tracey E. Ryan, PhD. in Teaching and Learning
“Do we really need to buy the textbook? It’s so expensive!”
“Can’t you just summarize it for us?”
“Would you just tell us what parts will be on the exam?”
“It was so long and so boring. I couldn’t get through it!”
September 1 - Reading Assignment Strategies that Encourage Deep Learning
By: Maryellen Weimer, PhD in Effective Teaching Strategies
When given a reading assignment, some students feel they have met their obligation if they have forced their eyes to ‘touch’ (in appropriate sequence) each word on the pages assigned. How can we entice students to read the material we assign, and how do we help them develop strategies for deep comprehension and retention of
