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And Others How to Read a Book. Re . DOCUMENT RESUME ED 075 801 CS 000 502 AUTHOR Sargent, Eileen E.; And Others TITLE How to Read a Book. Reading Aids Series. INSTITUTION International Reading Association, Newark, Del. PUB DATE 70 NOTE 48p. AVAILABLE FROMInternational Reading Association, 6 Tyre a' aue, Newark, Del. 19711 (Order No. 209, $2.00 non-member, $1.75 member) EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Developmental Reading; *Elementary Grades; Literature; *Reading; Reading Development; Reading Habits; Reading Improvement; *Reading Instruction; *Reading Skills; *Secondary School Students; Study Skills I ABSTRACT This booklet, a title in the International Reading Association's Reading Aids series, is designed for the purpose of providing teachers with practical assistance for teaching reading. The contents include suggestions for elementary and secondary teachers to use in helping students learn how to study textbook material and how to read narrative material. The first part of the booklet concentrates on the study-type'reading and explains how students can apply study techniques to their everyday assignments. The fundamental skills of reading are reviewed and purposes for reading are pointed out. The second part concerns the teaching of literature in the elementary school. This pait of the booklet suggests how to call the pupil's attention to those aspects of literature that should enhance his understanding of the works and of the writers' craft so that he may possibly enjoy and appreciate the selections he reads. The chapter on reading narrative material in the secondary school focuses on the depths of understanding possible through teacher questions. (AuthorAM) ....,-.-.. li i I-1 U.S. DEPARTMENT OF HEALTH. EOUCATION & WELFARE c, OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO- OUCEO EXACTLY AS RECEIVED FROM LC\0° Reading Aids Series THE PERSON OR ORGANIZATION ORIG- INATING IT POINTS OF VIEW OR OPIN N- CHARLES T. M ANGRUM, Editor IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU CD CATION POSITION OR POLICY Ca LLI How to Read a Book Eileen E. Sargent Nicolet Union High School District, Milwaukee Helen Huus University of Missouri at Kansas City Oliver Andresen Chicago State College lia An IRA Service Bulletin Published by the INTERNATIONAL READING ASSOCIATION Newark, Delaware ) ; I FILMED FROM BEST AVAILABLE COPY 1 Library of Congress Card Catalog Number: 77-121418 Copyright 1970 by the International Reading Association, Inc. All rights reserved Printed in the United States of America Second printing, March 1971 PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS SEEN GRANTED " International Reading Association TO ERIC AND ORGANIZATIONS C ERATING UNDER AGREEMENTS WITH THE US OFFICE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER MISSION OF THE COIN RIGHT OWNER The International Reading Association attempts through its publications to provide a forum for a wide sprectrum of opinion on reading. This policy permits divergent viewpoints without assuming till; endorsement of the Association. ii 1 i PREFACE READING is a complex process. Teachers needmany kinds of help if they are to teach each individual to read to the best of his ability. This booklet, a title in IRA's Reading Aids series, has been designed for thepurpose of providing teachers with practical assistance. The contents include suggestions for elementary and secondaryschool_ teachers to use in helping students learn how to study textbookmaterial and how to read narrative material. The ideas relateto the kinds of reading which students do in their school textbooks inscience, social studies, mathematics, English, and litrature and in the books theyuse to extend their education through reading on their own. The first part of this booklet concentrateson the study type of reading and explains how students can apply study techniquesto their everyday assignments. The fundamental skills of readingare reviewed and purposes for reading are pointed out. The second part concerns the teaching of literature in theelementary school. Teachers have long read aloud to children and haveencouraged them to read books of literary value; only recently haveteachers given careful thought to the teaching of literature. Thispart of the booklet suggests how to call the pupil's attention to those aspects of literature that will enhance his understanding of the work and of the writer'scraft so that he will enjoy and appreciate the selections he reads. The chapter on reading narrative material in the secondaryschool focuses on the depths of understanding possible through teacherquestions which lead students to read beyond the print in orderto recognize the ideas the author is communicating and to applythese thoughts to themselves. The International Reading Association acknowledges thecontributions made by the authors of this booklet. The Association is pleased,to present this publication in hopes that it will be of valueto teachers who use it. HELEN HUUS, President International Reading Association 1969-1970 iii CONTENTS Prefaceiii 1 Reading to Learn Why do we study? What is learning? What are the fundamental skills? 3 SQ3R Study Method Survey Question RI Read R2 Recite R3 Review 12 Reading Narrative Material in the Elementary School Characteristics of Literature Principles for Teaching Literature Suggestions for Teaching Narrative Material 28 Reading Narrative Material in the Secondary School Levels of the Profundity Scale Teaching the Profundity Scale Transfer of Profundity Scale to Narration Comparing Narratives According to Profundity Theme Teaching a Story with the Profundity Scale 38 Conclusion 40 Appendixes Suggested Guide for Introducing Textbooks 40 Questions to Develop Proper Use of Textbooks42 Sample Test on Parts of a Textbook43 Related Bibliography44 iv Chapter 1 READING TO LEARN Why Do We Study? WE STUDY for only one reasonto learn. Yetmany students study to cover an assignment, to read a certain number ofpages, or to put in a, certain amount of time. Not all of these aimsare important in themselves. The aim of studying should be to' achieve particularlearning outcomes. Becoming informed about new information and gainingnew understand- ings of previously learned materialsare the real aims of study, not just turning over a number of pages. What is Learning? Learning is acquiring new ways of doing thingsor satisfying desires. Notice the doing idea in this definition. We donot consider learning as transferring facts from a book to someone's mind. Wedo not consider learning as storing facts or information in the mind. Youhave heard the expression "educated moron." This isa term applied to people who have merely transmitted facts from some other locationto their minds. In our definition of learning much more than this ismeant. A person has learned effectively when he can do well, whatever his workis, and succeed in life as a whole. No matter how many facts a person has, unless hecan use those facts in doing his work well, in living happily, andin getting along well in life generally, he has not learned anythingworthwhile. What Are the Fundamental Skills? The art of learning requires various skills andmany kinds of books and materials. In most formal learning situations the textbookis the basic resource and the student is expected to be able to read and study itto achieve certain learning objectives. At thispoint it may be helpful to summarize the fundamental skills which underlie readingin the content area to provide guidelines for reading books. Even though authoritiesmay differ in identifying these skills,some insight can be gained from reflecting upon the lists presented by two writers. Spache (6) lists six skills which he feels are basic and necessary for successfulreading of books in the content areas: 1 'VP 1. Ability to survey materials to determine a. general nature b. the main idea c. the appropriate reading approach d. the purpose for reading 2. Ability to relate knowledge gained by surveying to the choice of an appropriate reading technique 3. Flexibility in rate of reading sufficient to permit varying speeds,or reading techniques such as skimming, scanning, rapid reading, and study-type reading 4. Ability to handle graphic and illustrative materials effectively. 5. Skill in using the library and basic references peculiar to the field 6. Skill in general abilities such as rate, comprehension, and vocabulary Davis (6) suggests that an instructor need not be an expert in reading to provide students with the necessary skills to aid academic success. He identifies six areas, quite similar to those of Spache: 1. Give attention to students' readiness for reading the assigned material. 2. Give attention to the readability of assigned textbooks and supple- mentary reading material. 3. Show students how to preview Teading material. 4. Help students realize the importance of varying techniques of read- ing to fit the material and the purpose. 5. Help students to locate supplementary reading material on the sub- ject. 6. Help students improve their knowledge of the vocabulary of the subject. These skills will, as Coulter (5) writes, "... prepare the learner in the abilities necessary to understand, to interrelate, to implement, and to fur- ther explore the knowledge of the field." Because a student's specific reading abilities, skills, and interests vary from one subject to another, it is logical to conclude that reading skills and techniques peculiar to a particu- lar subject should be taught in that subject. Research tehds to show that training in how to read and study in a subject area promotes greater learning in that subject. Reading is a composite of many skills anda developmental skill which should be continuously taught in each grade and subject from first grade through college. While reading and studyingare individual matters, itis good pedagogy to instruct students in basic methods and techniques which they can adapt to their personal use and development. 2 Chapter 2 SQ3R STUDY METHOD EACH INDIVIDUAL has his own approach and hisown techniques for studying. Different students will go about studying in somewhat different ways; different techniques are suited to different people. However, there are good rules to use to facilitate effective study.
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