Successful Reading

Learning Objectives

 By the end of this chapter, you will be able to:

  • Explain the importance of pre-reading as a strategy for successful learning.
  • Identify the four steps of active reading.
  • Recognize reading principles that enhance the learning process.
  • Identify main ideas in assigned readings.

Reading and learning are processes that work together. The four steps of active reading are almost identical to the four phases of the learning cycle—and that is no coincidence! Active reading is learning through reading the written word, so the learning cycle naturally applies. As with learning from lectures and discussions, the learning of information and skills presented in readings, textbooks, and written text from a website should be viewed as a process. Active reading involves these steps:

  1. preparation to take in the new information – gather your textbook and materials
  2. active reading
  3. taking in the new information and capturing the key ideas
  4. reviewing the information so that it can be recalled from memory to use for a project, paper, or test.

Let’s take a look at how to use each step when reading.

Preparing to Read

Start by thinking about why your instructor has chosen this text. Has the instructor said anything about the book or the author? Look at the table of contents; how does it compare with the course syllabus? What can you learn about the author from the front matter of the book? Understanding this background will give you the context of the book and help define what is most important in the text. Doing this exercise once per textbook will give you a great deal of insight throughout the course.

Now it is time to develop a plan of attack for your assignment. Your first step in any reading assignment is to understand the context of what you are about to read. Think of your reading assignment in relation to the large themes or goals the instructor has spelled out for the class. Remember that you are not merely reading—you are reading for a purpose. What parts of a reading assignment should you pay special attention to, and what parts can you browse through? As we mentioned in the beginning of this chapter, you will be expected to do a considerable amount of reading in university, and you will not get through it all by reading each and every word with a high level of focus and mental intensity. This is why it is so important to learn to define where to invest your efforts.

Open your text to the assigned pages. What is the chapter title? Is the chapter divided into sections? What are the section titles? Which sections are longer? Are there any illustrations? What are they about? Illustrations in books cost money, so chances are the author and publisher thought these topics were particularly important, or they would not have been included. How about tables? What kinds of information do they show? Are there bold or italicized words? Are these terms you are familiar with, or are they new to you? Are you getting a sense for what is important in the chapter? Use your critical thinking skills as you think about your observations. Why did the author choose to cover certain ideas and to highlight specific ideas with graphics or boldface fonts? What do they tell you about what will be most important for you in your course? What do you think your instructor wants you to get out of the assignment? Why?

Preparing for class by reading assigned texts related to the lecture material is extremely important to optimize the lecture experience. If you have a professor who tends to lecture at a fast pace, you have the foundational information and only need to focus on writing down unfamiliar information. If your professor expects class participation in discussions or utilizes active classroom techniques, such as case studies, small group activities, and discussions, simulations, or demonstrations, you will understand what is happening and be able to contribute to the learning experience.

Now, before actually starting to read, try to give your reading more direction. Are you ever bored when reading a textbook? Students sometimes feel that about some of their textbooks. In this step, you create a purpose or quest for your reading, and this will help you become more actively engaged and less bored.

Start by checking your attitude: if you are unhappy about the reading assignment and complaining that you even have to read it, you will have trouble with the reading. You need to get “psyched” for the assignment. Stoke your determination by setting yourself a reasonable time to complete the assignment and schedule some short breaks for yourself. Approach the reading with a sense of curiosity and thirst for new understanding. Think of yourself more as an investigator looking for answers than a student doing a homework assignment.

Take out your notebook for the class for which you are doing the reading. Remember the Cornell method of note taking ? You will use the same format here with a narrow column on the left and a wide column on the right. This time, with reading, approach taking notes slightly differently. In the Cornell method used for class notes, you took notes in the right column and wrote in questions and comments in the left column after class as you reviewed your notes. When using this system with reading, write your questions about the reading first in the left column (spacing them well apart so that you have plenty of room for your notes while you read in the right column). From your preliminary scanning of the pages, as described previously, you should already have questions at your fingertips.

Use your critical thinking skill of questioning what the author is saying. Turn the title of each major section of the reading into a question and write it down in your left column of your notes. For example, if the section title is “The End of the Industrial Revolution,” you might write, “What caused the Industrial Revolution to end?” If the section title is “The Chemistry of Photosynthesis,” you might write, “What chemical reactions take place to cause photosynthesis, and what are the outcomes?” Note that your questions are related to the kind of material you are hearing about in class, and they usually require not a short answer but a thoughtful, complete understanding. Ideally, you should not already know the answer to the questions you are writing! (What fun is a quest if you already know each turn and strategy? Expect to learn something new in your reading even if you are familiar with the topic already.) Finally, also in the left column, jot down any keywords that appear in boldface. You will want to discover their definitions and the significance of each as you read.

Alternative Approaches for Preparing to Read

You may have determined that you are more comfortable with the outline or concept map methods of note taking. You can use either of these methods also to prepare for reading. With the outline method, start with the chapter title as your primary heading, then create subheadings for each section, rephrasing each section title in terms of a question.

If you are more comfortable using the concept map method, start with the chapter title as your center and create branches for each section within the chapter. Make sure you phrase each item as a question.

Now Read

Now you are ready to start reading actively. Start by taking a look at your notes; they are your road map. What is the question you would like to answer in the first section? Before you start reading, reflect about what you already know about the subject. Even if you don’t know anything, this step helps put you in the right mind-set to accept new material. Now read through the entire section with the objective of understanding it. Follow these tips while reading, but do not start taking notes or highlighting text at this point:

  • Look for answers to the questions you wrote.
  • Pay particular attention to the first and last lines of each paragraph.
  • Think about the relationships among section titles, boldface words, and graphics.
  • Skim quickly over parts of the section that are not related to the key questions.

After reading the section, can you answer the section question you earlier wrote in your notes? Did you discover additional questions that you should have asked or that were not evident from the title of the section? Write them down now on your notes page. Can you define the keywords used in the text? If you can’t do either of these things, go back and reread the section.

Once you can answer your questions effectively and can define the new and keywords, it is time to commit these concepts to your notes and to your memory. Start by writing the answers to your questions in your notes in the right column. Also define the keywords you found in the reading.

Now is also the time to go back and reread the section with your highlighter or pencil to call out key ideas and words and make notes in your margins. Marking up your book may go against what you were told in high school, when the school owned the books and expected to use them year after year. In university, you bought the book. Make it truly yours. Although some students may tell you that you can get more cash by selling a used book that is not marked up, this should not be a concern at this time—that’s not nearly as important as understanding the reading and doing well in the class!

The purpose of marking your textbook is to make it your personal studying assistant with the key ideas called out in the text. Most readers tend to highlight too much, however, hiding key ideas in a sea of yellow lines. When it comes to highlighting, less is more. Think critically before you highlight. Your choices will have a big impact on what you study and learn for the course. Make it your objective to highlight no more than 10 percent of the text.

Use your pencil also to make annotations in the margin. Use a symbol like an exclamation mark (!) or an asterisk (*) to mark an idea that is particularly important. Use a question mark (?) to indicate something you don’t understand or are unclear about. Box new words, then write a short definition in the margin. Use “TQ” (for “test question”) or some other shorthand or symbol to signal key things that may appear in test or quiz questions. Write personal notes on items where you disagree with the author. Don’t feel you have to use the symbols listed here; create your own if you want, but be consistent. Your notes won’t help you if the first question you later have is “I wonder what I meant by that?”

If you are reading an essay from a magazine or an academic journal, remember that such articles are typically written in response to other articles. In Effective Note Taking you will learn to be on the lookout for signal words when you listen during lecture and videos. This applies to reading, too. You’ll need to be especially alert to signals like “according to” or “Jones argues,” which make it clear that the ideas don’t belong to the author of the piece you are reading. Be sure to note when an author is quoting someone else or summarizing another person’s position. Sometimes, students in a hurry to get through a complicated article don’t clearly distinguish the author’s ideas from the ideas the author argues against. Other words like “yet” or “however” indicate a turn from one idea to another. Words like “critical,” “significant,” and “important” signal ideas you should look at closely.

After annotating, you are ready to read the next section.

Reviewing What You Read

When you have completed each of the sections for your assignment, you should review what you have read. Start by answering these questions: “What did I learn?” and “What does it mean?” Next, write a summary of your assigned reading, in your own words, in the box at the base of your notepaper. Working from your notes, cover up the answers to your questions and answer each of your questions aloud. (Yes, out loud. Remember that memory is improved by using as many senses as possible?) Think about how each idea relates to material the instructor is covering in class. Think about how this new knowledge may be applied in your next class.

If the text has review questions at the end of the chapter, answer those, too. Talk to other students about the reading assignment. Merge your reading notes with your class notes and review both together. How does your reading increase your understanding of what you have covered in class and vice versa?

Strategies for Textbook Reading

The four steps to active reading provide a proven approach to effective learning from texts. Following are some strategies you can use to enhance your reading even further:

  • Pace yourself. Figure out how much time you have to complete the assignment. Divide the assignment into smaller blocks rather than trying to read the entire assignment in one sitting. If you have a week to do the assignment, for example, divide the work into five daily blocks, not seven; that way you won’t be behind if something comes up to prevent you from doing your work on a given day. If everything works out on schedule, you’ll end up with an extra day for review.
  • Schedule your reading. Set aside blocks of time, preferably at the time of the day when you are most alert, to do your reading assignments. Don’t just leave them for the end of the day after completing written and other assignments.
  • Get yourself in the right space. Choose to read in a quiet, well-lit space. Your chair should be comfortable but provide good support. Libraries were designed for reading—they should be your first option! Don’t use your bed for reading textbooks; since the time you were read bedtime stories, you have probably associated reading in bed with preparation for sleeping. The combination of the cozy bed, comforting memories, and dry text is sure to invite some shut-eye!
  • Avoid distractions. Active reading takes place in your short-term memory. Every time you move from task to task, you have to “reboot” your short-term memory and you lose the continuity of active reading. Multitasking—listening to music or texting on your cell while you read—will cause you to lose your place and force you to start over again. Every time you lose focus, you cut your effectiveness and increase the amount of time you need to complete the assignment.
  • Avoid reading fatigue. Work for about fifty minutes, and then give yourself a break for five to ten minutes. Put down the book, walk around, get a snack, stretch, or do some deep knee bends. Short physical activity will do wonders to help you feel refreshed.
  • Read your most difficult assignments early in your reading time, when you are freshest.
  • Make your reading interesting. Try connecting the material you are reading with your class lectures or with other chapters. Ask yourself where you disagree with the author. Approach finding answers to your questions like an investigative reporter. Carry on a mental conversation with the author.

Read different subjects differently

🗇 Notes for Nursing School Success

 Reading a nursing textbook will be different than reading a mathematics textbook or a psychology textbook. Further, nursing students may be assigned to read scientific journals or academic articles often housed in college libraries’ online databases. Scholarly articles require a different kind of reading, and librarians are a resource for how to find and read this kind of information.

Remember, the best students develop reading skills that are different for different subjects. The main question you want to ask yourself is: Who are you reading for? And what are the questions that drive the discipline? We read different materials for different purposes. Reading texts, blogs, leisure books, and textbooks are all different experiences, and we read them with different mindsets and different strategies. The same applies to textbooks in different subject areas (think about reading poetry in English v.s. reading a Biology textbook). Applying the principles in this chapter will help with your reading comprehension, but it’s important to remember that you will need to develop specific reading skills most helpful to the particular subject you are studying.

Most students entering nursing school have not yet dealt with the level of difficulty involved in reading and comprehending scholarly textbooks and articles. The challenge may even surprise some students with adequate comprehension skills prior to nursing school. Other students for whom reading has mostly consisted of social media, texts, forum chat rooms, and emails, find they are intimidated by the sheer amount of reading there is in nursing classes. You will likely need to increase your reading speed and comprehension to keep up with the amount of reading you must do for nursing school.

For strategies that will help you read science textbooks, watch How to read FASTER and understand MORE in your science textbook: 7 strategies for faster reading (7 minutes)

The seven reading principles

1) Read the assigned material ahead of the deadline. You might be surprised to learn how many students don’t read the assigned material. Often, it takes longer to read the material than you anticipate. Sometimes, it is not interesting material to us, and we procrastinate reading it. Sometimes, we’re busy, and it is just not a priority. It makes it difficult to learn the information your instructor wants you to learn if you do not read about it before coming to class.

2) Read it when assigned. This is almost as big of a problem for students as the first principle. You will benefit exponentially from reading assignments when they are assigned (which usually means reading them before the instructor lectures on them). If there is a date for a reading on your syllabus, finish reading it before that date. The background knowledge you will attain from reading the information will help you learn and connect information when your instructor lectures on it, you will be better prepared for class discussions. Further, if your instructor assigns you 70 pages to read by next week, don’t wait until the night before to read it all. Break it down into chunks. Try scheduling time each day to read 10 or so pages. It takes discipline and self-control, but doing it this way will make understanding and remembering what you read much easier.

3) Take notes when you read. Much of the information we take in is lost after only 20 minutes without review. For the same reasons that it’s important to take notes during lectures, it’s important to take notes when you are reading. Your notes will help you concentrate, remember, and review. Refer to the next chapter Effective Note Taking.

4) Relate the information to you. We remember information that we believe is important. So, making what you are studying important to you is a good strategy to help you remember the new information. Find a way to directly relate what you are studying to something in your life. Sometimes it is easy, and sometimes it is not. But if your attitude is “I will never use this information” and “it’s not important,” chances are good that you will not remember it. In nursing, remembering what you are learning may save a life!

5) Read with a dictionary or use an online dictionary.  We may not always recognize all the words in a textbook or their meanings, especially when concepts are new to us. If you read without a dictionary and you don’t know what a word means, you probably still won’t know what it means when you finish reading. Students who look unknown words up as they read expand their vocabulary and have a better understanding of the text. Take the time to look up words you do not know. Another strategy is to try to determine definitions of unknown words by context, thus eliminating the interruption to look up words. If you do this, note what you think the word means and check the definition later to be sure you understand the word.

6) Use your resources when you have questions or if there are concepts you do not understand. Visiting an instructor’s office hours or emailing a professor are some of the most underutilized college resources. If you do, you will get answers to your questions; at the same time, you’ll demonstrate to your instructor that their course is important to you. Find out when your professor’s office hours are (they are often listed in the syllabus), ask before or after class, or e-mail your professor to find out. Be polite and respectful.

7) Read it again. Some students will benefit from reading the material a second or third time as it allows them to understand the material better. The students who understand the material the best usually score the highest on exams. Rereading the chapter just after the instructor lectures on it may be especially helpful.

While reading: find the main ideas

Some students do not actively take notes or mark their readings and texts because they think writing down so much information is a lot of extra work. However, the problem is that students usually write down too much information and do not really cling to the main ideas. Here are some tips for identifying the main ideas when reading.

  • In a textbook, the Table of Contents and chapter outlines provide a broad view of the main points that will be covered in a reading. Flesh out the outlines that have already been provided to you.
  • Often, in a textbook, the main idea is the first or last sentence of a paragraph. If it is not the first or the last sentence, then look back at the entire paragraph to see what the overall issue seems to be. Look for the overall patterns of your textbooks.
  • Titles, headings, and subheadings announce the major subject. Make these headings into questions, and the answers to the questions will likely be the main ideas.
  • Bold and italic words point to a main idea or key concept you need to understand.
  • Repetition of key words or phrases throughout the text point to a main idea.
  • Questions at the end of the chapter are about the text’s main ideas. Answer those questions, and you will identify your main ideas.
  • Summaries presented at the end of the chapter also tend to restate the main ideas briefly. Flesh these ideas out with some supporting information, and you will have a good view of the entire chapter.
  • Stop and look at the visuals—pictures, diagrams, tables, etc. The message depicted in the graph or picture is often a main idea.
  • Detailed statistics, several examples in a row, and other details often signal that a main idea is being clarified, proven, supported, etc. Track back or ahead to find the main idea they are trying to illustrate.
  • Text that includes bullet points, numbering, or sequences often signifies a main idea.
  • Look for organizational patterns in the reading that might highlight the main ideas. For instance, are two issues being compared or contrasted? What was the effect of a certain event? Are problems and various solutions being presented? Is there a timeline or sequence of events that is important?
  • Be intentional about searching for the main ideas. Ask yourself at the end of each section or paragraph, “What is the point?” or “What is it that the author wants me to know?”

Activity

  1. List the four steps to active reading. Which one do you think will take most time? Why?

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  2. Think of your most difficult textbook. What features can you use to help you understand the material better?

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  3. What things most commonly distract you when you are reading? What can you do to control these distractions?

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  4. List three specific places on your campus or at home that are appropriate for you to do your reading assignments. Which is best suited? What can you do to improve that reading environment?

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Key Takeaways

  • Consider why the instructor has selected the particular text. Map the table of contents to the course syllabus.
  • Plan your reading by scanning the reading assignment first, then create questions based on the section titles. These will help you focus and prioritize your reading.
  • Use the Cornell, or preferred method for planning your reading and recording key ideas.
  • Don’t try to highlight your text as you read the first time through. At that point, it is hard to tell what is really important.
  • End your reading time by reviewing your notes.
  • Pace yourself and read in a quiet space with minimal distractions.

Chapter Attributions

This chapter was adapted by Michelle Holbrook and Cheryl Colan from “3.2 Success Before Class: Pre-Reading” by Leslie Jennings. Licensed under a CC BY 4.0 license.

Media Attributions

How to read FASTER and understand MORE in your science textbook: 7 strategies for faster reading by Lasseter’s Lab is licensed under the Standard YouTube license.

License

Icon for the Creative Commons Attribution 4.0 International License

Success Strategies for Nursing Students Copyright © 2024 by Phoenix College Nursing is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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