CHAPTER ONE The Effective Reader by D. J.

CHAPTER ONE The Effective Reader by D. J. Henry PART ONE Becoming an Effective Reader PowerPoint by Mary Dubb Thomas Nelson Community College A Reading System for Effective Readers Copyright 2012 Pearson Education Inc. 1 CHAPTER ONE 1 1

Chapter Outline and Learning Objectives In this chapter, you will learn to: Define prior knowledge. 2 2 Discuss the three phases of the reading process. 3 3 Describe and illustrate 4

4 SQ3R. Explain your reading Copyright 2012 Pearson Education Inc. CHAPTER ONE Assess your comprehension of prior knowledge and the reading process. 5 5 6 6 Evaluate the importance of prior knowledge and SQ3R. 7

7 Activate prior knowledge and apply SQ3R 8 to your reading process. 8 Develop textbook skills. Ask and Copyright 2012 Pearson Education Inc. CHAPTER ONE 1 1 Define prior knowledge. Prior Knowledge the large body of

information learned throughout a lifetime of experience Connecting to prior knowledge increases comprehension. Comprehension an understanding of what has been read Copyright 2012 Pearson Education Inc. 2 CHAPTER ONE 2 Phase 1: Discuss the three phases of the reading process.

The Reading Process Before Reading Phase 2: During Reading Phase 3: After Reading SQ3R CHAPTER ONE Before

Readin g Describe and illustrate SQ3R. 3 3 Survey SQ3R Skim for clues about the subject and organization. italic and bold titles View :type introduction headings pictures and first graph

paragraph summaries questions Copyright 2012 Pearson Education Inc. CHAPTER ONE Before Readin g Describe and illustrate SQ3R. 3 3 SQ3R Question

Ask questions before you read: What is my reading plan? What is the passage about? How is the material organized? What is my purpose for reading? What do I already know about this idea? What do I need to remember? Copyright 2012 Pearson Education Inc. CHAPTER ONE During

Readin g Describe and illustrate SQ3R. 3 3 Read SQ3R Monitor your understanding: Highlight key words and ideas. Answer questions based on ideas in bold print. Continue to ask questions: Create questions based on the headings, subheadings, and

words in bold type and italics. Copyright 2012 Pearson Education Inc. CHAPTER ONE During Readin g Describe and illustrate SQ3R. 3 3 SQ3R (Annotate) Mark important information and restate ideas in your own words.

Underline, circle, or highlight topics, key terms, and main ideas. When we remove water from an aquifer or surface water body and do not return it, this is called consumptive use. A large portion of agricultural irrigation and of many industrial and residential uses is consumptive. Nonconsumptive use of water does not remove, or only temporarily removes, water from its source. Using water to generate electricity at hydroelectric dams is an example of nonconsumptive use. (examples) --Withgott and Brennan, Essential Environment, 3rd ed., p. 259. Copyright 2012 Pearson Education Inc. CHAPTER ONE After Readin g

Describe and illustrate SQ3R. 3 3 Recite SQ3R Think and Write Connect to prior knowledge. Form opinions. Make changes based on new information. Write about what you have read. Copyright 2012 Pearson Education Inc.

CHAPTER ONE Describe and illustrate SQ3R. 3 3 After Readin g ReviewSQ3R Answer questions Summarize Review new words

Copyright 2012 Pearson Education Inc. CHAPTER ONE Describe and illustrate SQ3R. 3 3 S: Survey by looking over the whole passage. Q: Question the selection using headings and subheadings. R: Read to answer questions, annotate, and adjust

thinking. R: Restate ideas and make notes. R: Review by thinking about what you Pearson Education Inc. have read and Copyright 2012written. CHAPTER ONE 5 5 Lets Review! Assess your comprehension of the key reading concepts described in the chapter.

Copyright 2012 Pearson Education Inc. 1.CHAPTER TheONE understanding of information is called _______. A. comprehension B. passive learning C. prior knowledge D. the reading process Copyright 2012 Pearson Education Inc. 1.CHAPTER TheONE understanding of information is called _______.

A. comprehension B. passive learning C. prior knowledge D. the reading process 1 1 Define prior knowledge. Copyright 2012 Pearson Education Inc. 2.CHAPTER TheONE large body of information that is learned throughout a lifetime of experiences is called _______. A. experiential learning

B. passive learning C. prior knowledge D. the reading process Copyright 2012 Pearson Education Inc. 2.CHAPTER TheONE large body of information that is learned throughout a lifetime of experiences is called _______. A. experiential learning B. passive learning C. prior knowledge D. the reading process 5 5

Assess your comprehension of prior knowledge and the reading process. Copyright 2012 Pearson Education Inc. ONE is a reading process that _______. 3.CHAPTER SQ3R A. helps the reader define difficult vocabulary words B. involves memorizing content word for word C. contains three steps D. activates prior knowledge and offers reading strategies Copyright 2012 Pearson Education Inc.

ONE is a reading process that _______. 3.CHAPTER SQ3R A. helps the reader define difficult vocabulary words B. involves memorizing content word for word C. contains three steps D. activates prior knowledge and offers reading strategies 5 5 Assess your comprehension of prior knowledge and the reading process. Copyright 2012 Pearson Education Inc. ONE

4.CHAPTER In SQ3R the first step stands for _______, which requires the reader to look quickly over the reading passage. A. skim B. summarize C. simulate D. survey Copyright 2012 Pearson Education Inc. ONE 4.CHAPTER In SQ3R, the first step stands for _______, which requires the reader to look quickly over the reading passage.

A. skim B. summarize C. simulate D. survey 3 3 Describe and illustrate SQ3R. Copyright 2012 Pearson Education Inc. ONE surveying, the effective reader should 5.CHAPTER While look for clues about the _______. A. summary or conclusion B. hidden meanings C. subject and organization

D. authors biases Copyright 2012 Pearson Education Inc. ONE surveying, the effective reader should 5.CHAPTER While look for clues about the _______. A. summary or conclusion B. hidden meanings C. subject and organization D. authors biases 3 3 Describe and illustrate SQ3R. Copyright 2012 Pearson Education Inc.

ONE 6.CHAPTER Questions should be created from the _______. A. supporting details B. examples C. index D. concluding paragraph Copyright 2012 Pearson Education Inc. ONE 6.CHAPTER Questions should be created from the _______.

A. supporting details B. examples C. index D. concluding paragraph 3 3 Describe and illustrate SQ3R. Copyright 2012 Pearson Education Inc. ONE reading, the effective reader should 7.CHAPTER While _______. A. summarize the important details B. annotate key words and ideas

C. skim for surface information D. ignore headings and subheadings Copyright 2012 Pearson Education Inc. ONE reading, the effective reader should 7.CHAPTER While _______. A. summarize the important details B. annotate key words and ideas C. skim for surface information D. ignore headings and subheadings 3 3 Describe and illustrate SQ3R.

Copyright 2012 Pearson Education Inc. ONE 8.CHAPTER Reciting involves _______. A. rereading again and again B. highlighting, underlines, and circling important words C. restating and/or writing the ideas in your own words D. ignoring information that doesnt agree with what you already know Copyright 2012 Pearson Education Inc. ONE 8.CHAPTER

Reciting involves _______. A. rereading again and again B. highlighting, underlines, and circling important words C. restating and/or writing the ideas in your own words D. ignoring information that doesnt agree with what you already know 3 3 Describe and illustrate SQ3R. Copyright 2012 Pearson Education Inc. 9.CHAPTER

TheONE reading process includes strategies _______. A. before reading, during reading, and after reading B. involved in SQ3R C. that require active readers to monitor and adjust their comprehension as necessary D. All of the above Copyright 2012 Pearson Education Inc. 9.CHAPTER TheONE reading process includes strategies _______.

A. before reading, during reading, and after reading B. involved in SQ3R C. that require active readers to monitor and adjust their comprehension as necessary D. All of the above 2 2 Discuss the three phases of the reading process. Copyright 2012 Pearson Education Inc. 10. Understanding the relationship of prior CHAPTER ONE knowledge and SQ3R is important because

_______. A. this helps a reader to skim instead of reading tedious textbooks B. reading then becomes an active process that enables the reader to achieve comprehension C. most students find textbook reading impossible D. then students wont need to purchase 6 Evaluate the importance of prior knowledge and 6 textbooks SQ3R. Copyright 2012 Pearson Education Inc. 10.

Understanding the relationship of prior CHAPTER ONE knowledge and SQ3R is important because _______. A. this helps a reader to skim instead of reading tedious textbooks B. reading then becomes an active process that enables the reader to achieve comprehension C. most students find textbook reading impossible D. then students wont need to purchase 6 Evaluate the importance of prior knowledge and 6

textbooks SQ3R. Copyright 2012 Pearson Education Inc. CHAPTER ONE For more practice, connect to www.myreadinglab.com. See page 33 of The Effective Reader, 3rd edition, for specific activities related to Chapter 2. Copyright 2012 Pearson Education Inc. 34

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