Full Description
Fresh and innovative, READING FOR RESULTS, International Edition has been heavily revised to reflect the latest research and align even more closely with the Common Core Standards. A new, research-based approach to identifying main ideas shows students how skilled readers use key-word repetition and reference to decide where and how to focus their attention. A host of new textbook selections combined with think-aloud instructions guide students through reading and understanding the discipline-specific patterns that organize textbook writing. Instructors also now enjoy more instructional flexibility than ever before with a new 12-chapter sequence. If it seems appropriate, students can develop their skills solely in paragraphs, moving on to longer selections when they're ready. But if they are up to the challenge, they can move seamlessly back and forth between shorter and longer selections. Up-to-date in both content and research, READING FOR RESULTS, International Edition retains its step-by-step sequence, clear explanations and lively readings while taking into account the reading theory developed by cognitive scientist Walter Kintsch, who stresses that reading is less about the sentences on the page and more about what the reader brings to and takes away from that page.
Contents
Preface.
1. STRATEGIES FOR LEARNING FROM TEXTBOOKS.
Introducing SQ3R: Survey, Question, Read, Recall, Review. S: Survey to Get a General Overview and Make Predictions. Seven Basic Steps in a Survey. Four Goals of a Survey. Ten Questions to Consider During Your Survey. The Importance of Reading Flexibility. Q: Ask and Answer Questions While Reading. Use Opening Lists. Turn Headings into Questions. Form Questions Based on Key Terms. Use Whatever's Available as the Basis for Questions. R-1: Read in Sections or Chunks. For Really Difficult Textbook Assignments, Consider the 10/5 Approach. Vary Your Assignments to Stay Sharp. Write While You Read. E-Books are No Exception. Writing and the Brain. Personal Experience Counts. Match Your Reading Rate to the Material. R-2: Recall Right After Reading. Mentally Recite. Write Out the Answers to Your Questions. Make an Informal Outline. Draw Rough Diagrams and Pictures. Work with a Friend. R-3: Review Right After Completing the Assignment. The Goal of the First Review: See the Big Picture. Pick a Review Method That Suits You and Your Assignment. Work with a Classmate. Whittling Recall Cues Down to Size. Writing While Reading. Putting the Spotlight on Paraphrasing. Pointers on Paraphrasing for Reading. Mining the Web for Background Knowledge. The Web Makes a Difference. Build Background Knowledge Before Reading. Timing Can Make a Big Difference. Be a Savvy Searcher. Step 2 in Evaluating Web Sites. Don't Ignore YouTube. Digging Deeper: Cognitive Learning.
2. BUILDING WORD POWER.
Making the Meanings Automatic. Active Reviews and Memory Pegs. Using Context Clues. Developing Approximate Definitions. Example Clues. Contrast Clues. Restatement Clues. General Knowledge Clues. Context and Meaning. Defining Words From Their Parts. Learning Roots, Prefixes, and Suffixes. Combine Forces: Use Context Clues and Word Parts. Learn Word History to Expand Your Knowledge. Connotations and Denotations of Words. Connotation and Context. Changing the Connotation with the Context. Turning to the Dictionary. Getting Down the Basics: Syllable Count, Pronunciation Guide and Parts of Speech. Sorting Through Multiple Meanings. Figurative and Literal Word Meanings. A Personal Note on Web-Based Dictionaries. Digging Deeper: Words on Words.Test 1: Reviewing Key Concepts. Test 2: Using Context Clues. Test 3: Using Context Clues. Test 4: Using Context Clues. Test 5: Word Analysis and Context Clues. Test 6: Word Analysis and Context Clues. Test 7: Word Analysis and Context Clues.
3. GENERAL AND SPECIFIC SENTENCES WORK TOGETHER TO ENSURE COMMUNICATION BETWEEN READER AND WRITER.
Understanding the Difference Between General and Specific Sentences. Vocabulary Round Up 1. Recognizing Different Levels of General and Specific Sentences. Connecting General and Specific Sentences: Three Common Patterns. Explanatory Pattern 1: Starting Off with the Topic Sentence. Explanatory Pattern 2: Introductory Sentences Set the Stage for the Topic Sentence. Explanatory Pattern 3: Ending with the Topic Sentence. Vocabulary Round Up 2. Digging Deeper: Defining Culture. Test 1: Reviewing Key Concepts. Test 2: Distinguishing Between General and Specific Sentences. Test 3: Recognizing the Most General Sentence. Test 4: Clarifying General Sentences. Test 5: Locating Topic Sentences. Test 6: Reviewing Chapter 3 Vocabulary.
4. GETTING TO THE POINT OF PARAGRAPHS.
More on Typical Ways Author Introduce Topic Sentences. When Introductory Sentences Multiply. Doubling Up on Topic Sentences. Reversal Transitions are Clues to Topic Sentences. Introductory Questions can Replace Introductory Sentences. Working with the Writer to Construct the Topic and Main Idea. From Topic to Main Idea Via Repetition and Reference. Vocabulary Round Up. Digging Deeper: Making It in America: The Challenge of Acculturative Stress. Test 1: Reviewing Key Concepts. Test 2: Identifying Topics and Main Ideas. Test 3: Constructing Main Ideas and Recognizing Topic Sentences. Test 4: Rev
