Page 286 - Learning to Learn

READING EXPERIENCE 10: READING FOR LEARNING
286 L EARNING TO LEARN: BECOMING A SELF-GROWER
Discussion of the Steps in the Reading Methodology
Step 1—Establish Purpose
Before you begin reading, identify why you are reading, what you want to get out of the material,
and how thoroughly you need to understand it. Determine if you are reading for a general idea or
for details. The purpose will vary depending on the context, whether you are reading for a test, to
complete an assignment, or for pleasure. By carefully defining your purpose, you can set your reading
strategy to accomplish this purpose. For example, if you are reading for details, your reading speed
will be slower than if reading for just a general idea or for pleasure. However, if you are reading only
to get some idea of the main points, then skimming alone may be sufficient.
Step 2—Set Learning Objectives
How the Reading Methodology is used will depend a great deal on the specific purpose and objectives.
For example, if you are reading for leisure, your only objective may be to enjoy the reading. In this
case, many of the steps of the methodology are not applicable. On the other hand, if you are studying for
an exam, the purpose and use of the methodology are very different. All the steps of the methodology
become important in this situation. Based on the purpose (why you’re reading), set learning objectives
which specify what you expect to learn from the reading. If you’re reading in order to learn something
specific (for instance, to understand the process through which Alexander Graham Bell invented the
telephone), your learning objective might be to comprehend the major steps of his process and provide
examples for each.
Step 3—Set Performance Criteria
As with the activities in this book, performance criteria describe what you’ll be able to accomplish
or do, if you have met the learning objectives. In other words, the kind of performance you will be
able to complete. Back to the example of Mr. Bell and the telephone: a possible performance criteria
for completing that reading with the learning objective of, “understand the process through which
Alexander Graham Bell invented the telephone,” might be, “Describe the key scientific processes
that Alexander Graham Bell used in inventing the telephone” or “Compare the process AGB used to
invent the telephone with another inventor and the process he or she used.” The bottom line is that
performance criteria describe what we can do if we meet the learning objectives.
Step 4—Estimate Time
Consider the total amount of time you have available for the reading and compare it to the estimated
time needed to complete the reading. Be sure to consider the level of difficulty as you budget your
time. Remember, when reading for academic (rather than leisure) purposes, you will usually need to
read through the text more than once. Make sure you schedule adequate time to allow you to do this.
Step 5—Vocabulary Terms
Identify terminology in the reading that is unfamiliar to you. Write down these words and look up the
definitions. In effect, build your own glossary. You may also want to write notes and definitions to
“key” words in the margins of your outline, your notes, and if allowed, in the reading itself.
Step 6—Outline
Survey the structure of the reading, so you understand the flow of content and connections. Different
kinds of writing (e.g., a novel, play, poem, personal essay, lab report, newspaper article, or scholarly