ACADEMIC READING

Wh A t Is ACADEMIC READING
Academic Reading is defined as
reading with a specifically academic
and educational purpose. Academic
reading includes reading more
traditional books, dictionaries,
encyclopaedias, and journal articles,
along with a vast number of
resources available online.
It involves layers of:
asking questions
reflecting on relationships among
parts of the text
interpreting meaning
making connections with other readings

 refining your topic and

purpose 2
THREETHINKING STAGES FOR
EFFECTIVE READING
YoUR BRAIN shoULD ACtUALLY tRAvEL
thRoUGh 3 thINkING stAGEs.

2 : During:
CONNECT
KNOWLEDGE

3: After: RECALL &

REFLECT

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STAGE 1: PREVIEW :

BEFORE READING

5
 1 . Prev iew t h e
Te x t b o o k !
 Title of text
 Author
 Publication date
 Preface or
Forward
 Study
Table of Contents?
Tools:
Appendix?
Index?
Glossary?
Charts, Graphs, Pictures?
Diagrams? 6
 2. L o o k a t a chapter
Does it have any reading
aids?
• Introduction?
• Chapter Summary?
• Learning Objectives?
• Headings/Subheading?
• Study Questions?
• Charts, Maps, Graphs?
• Supplementary Readings?
• Author’s Notes?
• Additional References?
What about the Page
Layout?
• Boldfaced/italicized print?
• White space? 7

Clear print?
 3. Bef o re yo u rea d
a chapter
Predict – what will it
be about?
Get an Overview of
the material
Establish a
Purpose
Activate your
Schema (prior
knowledge)
8
 4 . Prev iew t h e ch a pt er
thoroughly!
 Chapter Title,
subheading
 First Paragraph
(introduction)
 Last Paragraph
(summary)
 Headings &
subheadings
 First
Sentences
 Boldface,
Italics Print 9
5. TURN ON YOUR MEMORY by
asking questions:
 What is the topic of the
chapter?
 What do I already
know?
 What is my purpose for
reading?
 How is the material
organized?
 How long is the
chapter?
 What parts of the chapter
seem most important? 10
s Ta g E 2: CONNECT
kNOwlEdgE: dURiNg
REadiNg

11
 1 . a CTi VEl Y REa d
Seek –answers to your
questions.
Picture – visualize; create a
picture in your mind.
Relate – connect with ideas
you already know.
Monitor – become aware of
what you are reading and
why.
Correct – get back to
concentrating and
understanding.
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 2. O R g a N iz E ThE iNfORMaTiON
 Annotate (mark the
textbook, highlight, make
margin notes – be
selective)
 Use Post-it Notes
 Make Concept Cards
(notecards)
 Create Maps/Charts
 Take Notes
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s Ta g E 3: R E C a l l a Nd REflECT:
afTER REadiNg

14
 1 . RECa l l
 Review–Recap what you
learned
 Recall– using notes
 Reflect and Relate:
does the information show
causes & effects, compare
& contrast of ideas, how to
apply the new ideas?

15
 2.
REf l ECT
 Review your notes
 Review the PowerPoint
 Take the Study Skills
Assessment
 Write a Journal Entry
 Make Concept
Cards

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Th E
REa d i Ng
PROCEss
 REa d i Ng PROCEs s
1. Establishing a
Purpose
2. Understanding
Academic Vocabulary
3. Pre-Reading (scan)
4. Interacting with the
Text
5. Extending Beyond the
Text

(Hatch, E., & Brown, C. 1995)

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PQ r r ead i ng
3 a t egy
str
 PQ3r – a r e a d i n g / s t u d y
system
1. Preview
2. Question
3. Read
4. Recite
5. Review

(Learning Skills Services, York University)

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1. Look at the title,
Preview
introduction, table of
contents
2. Skip to the end and read the
summary first
3. Scan through chapter
headings and subheadings
4. Notice boldface and italic
print
5. Notice graphics,
diagrams,
charts, tables, formulae,
boxed inserts – decide
when/ if you’ll focus on them
6. Read list of key terms at
end of chapter; look at
questions and examples
7. General preview time
guideline: about 10 minutes 21

per 30 page chapter

1. Before reading Q, u e s t i o n
create questions
based on Preview
information; questions
included at end of
book or chapter;
boldface headings
2. Do one section at a
time
3. Go beyond just “fact”
questions to deeper
levels of critical
thinkin 22
 read actively
1. Retrain your mind to
concentrate and stay
engaged as you
read
2. Read one section at a
time with questions
in mind
3. Look for the answers;
organize your notes
around questions and
answers
4. Notice if you need to
make up new questions
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1. After each your
and recall sectionr, estocpite
questions
2. See if you can
answer
the questions from
memory
3. Do not go on to
the
next section until
you
can rephrase
information in your own
words
4. Take very brief notes
after you read each
section (not at the
same time as you’re
reading) – e.g., 24
 r e v ie w
1. Go back over all
questions from all
headings
2. See if you can still
answer them
3. If not, look back
and refresh your
memory

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 s t r a t e g i e s oF
eFFective r e a d e r s
s t r a t e g i e s oF e F F e c t i v e
readers

(Vásquez, Hansen, & Smith, 2010) 27

STRA TEGIES FOR
A CTIVE READING

( Wong, 2009)
28
TRICk OF
Th E
TRADE
BECOmE AN ACTIVE
READER!
Skimming Ahead and Jumping
Back
Marking Up the Text

Highlighting Key Ideas

Circling Unfamiliar Words

Making Marginal Notes

Question
Agreements and disagreememnts
Connections
Evaluations 30
T Im TO mA kE A
E ChO
IC
E
 REFERENCE
S
• Hatch, E., & Brown, C. (1995). Vocabulary, semantics and
language education, Cambridge, UK: Cambridge
University Press
• PQ3R – A Reading/Study System . Learning Skills
Services, York University
• Reading Comprehension Success in 20 Minutes a Day .
(2005). Learning Express.
• Vásquez, A., Hansen, A. L., & Smith, P. C. (2010).
Teaching Language Arts to English Language Learners.
Routledge.
• Wong, L. (2009). Essential Study Skills. Houghton Mifflin
Company.

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T h ANk OU
Y

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